THE  RATIONAL  METHOD 
IN  READING 


L  B 


REVISED  EDITION 


'RUCTION 


SILVER,  BURDETT  &  COMPANY 


THE 


RATIONAL  METHOD  IN  READING 


BY 

EDWARD   G.  WARD 

LATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION 
BROOKLYN,  N.Y. 


Manual  of  instruction 

FOR  THE  USE  OF  TEACHERS 
REVISED  EDITION 


SILVER,   BURDETT   AND   COMPANY 

BOSTON  NEW  YORK  CHICAGO  SAN   FRANCISCO 

1920 


v" 


THE    RATIONAL    METHOD 
IN    READING 

PRIMER  — Revised,  1919 

FIRST  READER  —  Revised,  1919 

SECOND  READER— Revised,  1919 

THIRD   READER  —  Revised,  1919 

FOURTH  READER 

FIFTH  READER 

ADDITIONAL  PRIMER 

ADDITIONAL  FIRST  READER 

ADDITIONAL  SECOND  READER 

MANUAL  OF  INSTRUCTION  — Revised,  1920 

PHONETIC  CARDS 

FIRST  SET.  '  To  Accompany  the  Primer 


SIVOND  SET.     To  Accompany  the  First  Reader 
THIRD  SET.     To  Accompany  the  Second  Reader 


SIGHT  WORD  DRILL  CARDS 

FIRST  SET.    To  Accompany  the  Primer 
SECOND  SET.     To  Accompany  the  Primer 


COPYRIGHT,  1894,  1895,  1896,  190T,  1920,  BY 
SILVER,   BURDETT  &  COMPANY 


x 


PREFACE 

THE  Rational  Method  in  Reading  is  a  combination  of  the  word  and 
the  phonetic  methods.  It  utilizes  each  for*  that  part  of  the  work  to 
which  it  is  especially  adapted. 

The  word  method  is  used,  first  as  principal,  because  of  its  value 
in  developing  a  habit  of  reading  thoughtfully,  and  afterward  as 
auxiliary,  in  order  to  increase  the  stock  of  word  phonograms  and  to 
teach  certain  words  which  are  not  amenable  to  a  phonic  treatment. 
The  phonetic  method,  which  is  introduced  by  easy  stages  during  the 
ascendency  of  the  word  method,  finally  becomes  the  principal  means 
of  growth  and  progress.  It  gives  the  child  power  to  help  himself 
in  the  solution  of  difficulties,  which  the  word  method  is  entirely  unable 
to  do. 

The  aims  of  the  Rational  Method  are : 

1.  To  make  the  child  not  only  independent  in  his  reading  but 
generally  self-reliant. 

2.  To  enable  him  to  read  with  intelligence  and  expression  a  vastly 
greater  amount  than  heretofore  in  a  given  time,  and  thus  to  acquire 
not  only  a  fuller  vocabulary,  but  also  greater  intellectual  power. 

3.  To  put  him  into  possession,  during  the  first  year  and  a  half  of 
school  life,  of  a  complete  key  to  reading,  so  that  no  matter  how  soon 
thereafter  his  schooling  may  cease,  his  ability  to  read  will  be  assured. 

The  leading  features  of  the  phonetic  part  of  the  work  are : 

1.  The  presentation  of  the  sounds  and  their  symbols  in  a  rational 
order;   that  is,  an  order  in  which  the  easier  precede  the  harder. 

The  easiest  sounds  for  the  pupil  to  use  in  phonetic  reading  are  those 
that  may  be  indefinitely  prolonged,  because  the  blending  of  these  in 
words  is  most  readily  shown  and  perceived.  For  this  reason  such 
sounds  are  presented  first. 

2.  An  extensive  and  systematic  use  of  word  phonograms  and  other 
compound  phonograms. 

iii 

442540 


IV  PREFACE 

The  difficulty  which  a  child  has  in  mastering  a  new  word  is  in  direct 
proportion  to  the  number  of  parts  he  has  to  recognize  in  the  word. 
By  the  use,  then,  of  compound  phonograms  which,  being  taught  as 
wholes,  are  no  harder  to  recognize  than  simple  phonograms,  hun- 
dreds of  long  and  hard  words  are  practically  transformed  into  short 
and  easy  ones.  Thus,  the  word  lightning,  which  by  this  method  the 
child  reads  I  ight  n  ing,  is  no  more  difficult  for  him  than  the  short  word 
left  in  which  also  he  has  to  recognize  and  combine  four  separate 
sounds. 

3.  The  teaching  of  an  initial  stock  of  phonograms  before  any  phonetic 
reading  is  attempted. 

By  this  means  the  reading  when  once  commenced  may  be  carried 
on  continuously  with  sufficient  wealth  and  variety  of  material. 

4.  The  training  of  the  ear  in  the  perception  of  phonetic  blends,  before 
phonetic  reading  is  begun. 

The  teacher  accomplishes  this  by  pronouncing  words  sound  by 
sound,  and  requiring  the  children  to  determine  in  each  case  the  word 
pronounced. 

5.  Separate  daily  drills  in  the  recognition  of  the  individual  phonograms 
and  the  reading  of  single  phonetic  words. 

The  purpose  of  these  drills  is  to  cultivate  perception  and  secure 
rapid  recognition  of  the  phonograms  and  expertness  in  their  use. 
No  other  part  of  the  work  exceeds  this  practice,  for  without  it  the 
average  child  would  never  acquire  sufficient  facility  in  sound  or  word 
recognition  to  make  successful  phonetic  reading  a  possibility. 

Those  who  undertake  this  method  will  need : 

1.  To  follow  implicitly  the  directions  laid  down  in  the  Manual. 

2.  To  do  their  work  with  great  thoroughness. 

3.  To  hold  expectation  in  check  for  a  while  and  exercise  patience, 
-  looking  for  brilliant  results  only  after  the  foundations  have  been 

laid  broad  and  deep.  In  the  numerous  schools  that  have  attracted 
public  attention  by  their  wonderful  success  with  this  method,  more 
ground  has  invariably  been  covered  during  the  last  five  weeks  of  the 
first  term  than  during  the  preceding  fifteen. 


, 


:., 

MANUAL    OF   INSTRUCTION 

EXPLANATION  OF  TERMS  EMPLOYED 

Phonogram.     A  written  or  printed  representation  of  a  sound,  either 
simple  or  compound  ;  as  : 

f,  s,  1,  ing,  ight 

Simple  phonogram.     A  phonogram  containing  but  one  letter ;  as  : 

S,    1,    O 

(The  simple  phonograms  stand  for  one  sound  each  excepting  I, 
which  is  a  union  of  a  and  e.) 

Compound   phonogram.     A   phonogram   containing    more    than    one 
letter;  as: 

ing,  ight,  ip,  un 

(Compound  phonograms  represent  compound  sounds,  which,  how- 
ever, are  taught  as  units.) 

Word  phonogram.     A  word  which  has  been  taught  by  sight  used  as 
a  phonogram  in  the  representation  of  a  longer  word  ;  as  : 

old  in  fold          ail  in  sail 

(Word  phonograms  are  really,  of  course,  compound  phonograms, 
but  for  the  sake  of  convenience,  the  term  "  compound  phono- 
gram "  is  restricted  to  combinations  that  are  not  words.) 

Sight  word.     A  word  that  has  been  taught  as  a  whole,  and  is  there- 
fore recognized  by  sight  alone. 

Phonetic  word.     A  word  to  be  read  by  means  of  its  phonograms. 

Sight   reading.     The    reading   of   sight  words    either   singly  or  in 
sentences. 

Phonetic  reading.     The   reading  of  phonetic  words  either  singly  or 
in  sentences. 

1 


:2  THE   It \TIONAL  METHOD  IN   READING 

RULES   FOR   MARKING 
(Observed  in  the  lists  of  phonetic  words  and  in  the  readers.) 

1.  Sight  words  uncombined   with  other  words    should   not   be 
marked. 

2.  A  sight  word  found  within  another  word  and  having  there  its 
usual  sound  should  be  indicated  as  such  by  underlining ;  as  : 

ail  in  fail         an  in  ant         old  in  mold 

3.  Simple  phonograms   should  be  indicated  in  words   as    they 
appear  at  the  heads  of  the  phonetic  lists  ;  as : 

e  and  o  in  eojil  a  in  sap 

4.  Silent  letters  and  those  so  obscurely  sounded  that  their  omis- 
sion will  not  involve  the  loss  of  a  syllable  should  be  crossed  out ;  as  : 

e  in  fm^         g  in  ^nat         o  in  les^n 

5.  A  compound  phonogram  used  as  a  part   of  a  word   should 
ordinarily  be  set  off  as  a  single  phonogram  by  underlining  ;  as : 

ights  in  fights          im  in  limp          ings  in  wings 

6.  When  a  compound  phonogram  or  a  word  phonogram  forms 
by  itself  either  the  first  or  the  last  syllable  of  a  word,  it  should  not 
be  marked,  but  should  be  slightly  separated  from  the  rest  of  the 
word ;  as : 

ing  in  le^p  ing         er  in  mill  er 

NOTE.  —  When  a  compound  phonogram  is  immediately  preceded  or  suc- 
ceeded by  a  silent  letter,  no  other  separation  than  that  made  by  the  silent 
(crossed  out)  letter  should  occur  ;  as  : 

er  in  lo^er         ed  in  fitted 

7.  When  a  compound  phonogram  which  does  not  by  itself  form  a 
syllable,  is  separated  from  the  other  phonetic  elements  of  the  word 
by  a  silent  letter,  or  by  an  apostrophe,  it  need  not  be  marked ;  as : 

he  in  he^t         she  in  she's 


MANUAL  OF  INSTRUCTION  3 

FIRST   YEAR.     FIRST    HALF-YEAR'S   WORK 

For  the  work  in  reading '  the  first  half  school  year  may  be 
divided  into  three  general  periods. 

First  Period :  *  Sight- word  reading  upon  blackboard  and  prepara- 
tion for  phonetic  reading. 

Second  Period :  Sight-word  reading  in  book  —  Primer,  Part  I  — 
and  preparation  for  phonetic  reading  continued. 

Third  Period:  Sight-word  and  phonetic  reading  —  Primer, 
Part  II. 

OUTLINE  OF  FIRST  PERIOD 

Three  lines  of  work  are  to  be  practiced  separately  every  day : 

1.  Sight  reading  (see  list  of  sight  words,  p.  3). 

2.  Drill  on  phonograms  (see  list  of  phonograms,  p.  5). 

3.  Ear-training  (see  Phonetic  List  No.  1,  p.  7). 

1.    The  Sight  Reading 

Commence  with  the  blackboard,  using  script  characters  only,  and 
teach  to  small  groups  of  children  the  following  list  of  sight  words 
which  comprise  the  full  vocabulary  of  Primer,  Part  I. 

LIST  OF  SIGHT  WORDS  TO  BE  TAUGHT  DURING  FIRST  EIGHT  WEEKS 

a,  again,  ail,  all,  am,  an,  and,  any,  apple,  are,  at,  baby,  boy,  bread, 
can,  come,  cow,  day,  do,  does,  dog,  drink,  eat,  egg,  for,  Frank,  fruit, 
full,  girl,  give,  go,  good,  has,  have,  he,  her,  here,  him,  home,  how, 
I,  ill,  in,  is,  it,  Jack,  let,  like,  look,  make,  Mary,  may,  me,  milk, 
much,  no,  not,  of,  old,  out,  picture,  play,  see,  she,  some,  stay,  take, 
tell,  thank,  that,  the,  them,  there,  they,  to,  too,  us,  want,  water,  we, 
well,  what,  where,  will,  with,  yes,  you. 

*  The  time  usually  necessary  for  the  blackboard  sentence  reading  preliminary 
to  the  beginning  of  the  Primer  is  about  eight  weeks.  Some  teachers  will 
accomplish  it  in  six  weeks,  while  others  with  large  classes  will  require  ten 
weeks.  Whatever  the  time  required,  let  the  preparation  for  the  book  be  very 
thorough  and  complete. 


4  THE   RATIONAL  METHOD  IN  READING 

Use  the  words  in  sentences  from  the  very  beginning.  Construct 
short  sentences  of  your  own  and  make  plenty  of  them.  As  far  as 
possible  work  them  up  in  conversation,  several  in  succession  relat- 
ing to  one  topic.  To  avoid  using  the  sentences  in  the  book,  work  up 
the  words  in  a  somewhat  different  order  from  that  in  which  they  are 
presented  in  the  book.  Never  let  a  pupil  read  a  sentence  until  he 
is  ready  to  do  so  without  a  break.  If  the  pupil  hesitates  in  his 
reading,  stop  him  at  once  and  tell  him  that  he  must  not  read  until 
he  has  his  sentence  ready.  While  he  is  getting  it  ready,  he  must 
have  the  privilege  of  asking  for  any  word  that  he  does  not  know. 
When  the  children  begin  to  falter  and  hesitate  in  their  reading  of  a 
sentence,  teachers  often  tell  them  to  hurry.  This  is  a  great  mistake. 
We  do  not  wish  them  to  hurry.  '  We  wish  them  to  read  in  a  natural 
manner  without  breaks. 

If  a  child  reads  without  expression,  help  him  to  get  the  thought 
by  questions  and  by  remarks  on  the  subject  matter.  Keep  his  mind 
fixed  upon  the  thought  expressed,  and  his  manner  of-  expression  will 
become  more  natural.  If,  however,  you  still  fail  to  secure  the 
expression  you  wish,  you  may  as  a  last  resort  read  the  sentence 
properly  for  him,  asking  him  to  read  it  over  after  you.  With  a 
class  particularly  unresporisive  in  expression,  it  is  often  a  good 
thing  in  the  models  you  set  to  exaggerate  somewhat  in  emphasis 
and  inflection. 

The  pupils  should  be  taught  to  recognize  the  s  and  ing  forms 
of  all  words  in  the  list  which  take  these  endings.  This  may  be 
easily  accomplished  in  the  following  manner :  When  a  few  singu- 
lar nouns  and  three  or  four  verbs  have  been  learned,  write  one  of 
them  upon  the  board  and  ask  the  pupils  to  tell  what  it  is.  Then 
add  s  to  it,  and  tell  them  what  it  is.  Next  write  another  word,  have 
it  read  as  before,  add  s,  and  ask  the  pupils  to  tell  you  what  the 
word  is. 

Continue  this  practice  until  they  can  distinguish  without  difficulty 
the  simple  and  the  s  form  of  every  familiar  word.  Teach  them  in 
the  same  manner  to  recognize  the  ing  form  and  afterward  the  form 
with  ings.  Leave  until  near  the  end  of  this  period  words  like  goes 


MANUAL  OF  INSTRUCTION  5 

or  making,  in  which  the  change  to  the  s  or  ing  form  involves  the 
addition  or  the  elision  of  e. 

2.    The  Drill  on  Phonograms 

This  is  a  preparation  for  phonetic  reading  which,  to  be  effective, 
must  be  thorough.  It  should  begin  with  the  first  blackboard  work 
and  continue  without  intermission  until  Part  I  of  the  book  has  been 
read.  The  phonograms  of  this  group  comprise  those  used  in  the 
first  phonetic  reading. 

LIST  OF  PHONOGRAMS  TO  BE  TAUGHT  IN  FIRST  PERIOD 

f,  1,  m,  n,  r,  s,  --a,  e,  o,--ing,  ings,  ight,  igtits 

Begin  with  /.  Write  it  on  the  blackboard,  and  tell  the  children 
what  it  is.  Give  the  sound,  not  the  name.  (No  letter  names  should 
be  taught  during  the  first  half  year.)  Have  a  little  practice  upon 
this  sound,  then  leave  it.  Many  times  during  the  day  ask  them 
unexpectedly  what  it  is.  On  the  following  day  teach  m  in  the  same 
way.  Keep  both  characters  on  the  board  for  two  or  three  days, 
changing  their  relative  positions  from  time  to  time,  or  writing  a 
number  of  each  and  mixing  them  irregularly.  Have  frequent  short 
drills  on  these  two  sounds,  /  and  m.  Next  teach  s  in  the  same  man- 
ner, and  drill  on  all  three  phonograms  for  a  day  or  two.  Continue 
in  this  way  until  you  have  taught  five  or  six  of  the  phonograms ; 
then  begin  the  use  of  Set  I  of  the  Phonetic  Cards.  In  your  drill 
show  the  pupils  the  script  side  of  the  cards  only.  Stand  where  all 
in  the  class  can  see  distinctly,  holding  in  your  hand  the  cards  for 
all  the  phonograms  thus  far  learned.  Taking  the  pupils  in  order, 
show  each  one  a  phonogram.  If  he  does  not  name  it  instantly,  have 
the  others  prompt  him.  This  will  cause  every  child  to  study  every 
phonogram,  and  will  greatly  increase  the  effectiveness  of  the  drill. 
You  will  soon  be  able  to  cover  a  class  of  fifty  in  two  or  three  min- 
utes. This  exercise  should  be  given  two  or  three  times  each  day. 
At  first  many  of  the  pupils  will  fail,  but  in  a  few  days  you  will 
note  a  decided  improvement,  and  finally  most  of  the  children  will 


6  THE   RATIONAL  METHOD   IN  READING 

be  able  to  name  any  of  the  single  phonograms  without  hesitation. 
This  is  what  they  must  do  before  they  can  read  by  means  of  these 
characters. 

In  concluding  this  part  of  the  subject,  three  cautions  are  neces- 
sary :  First,  never  attempt  to  teach  a  phonogram  until  you  are  abso- 
lutely sure  that  you  yourself  have  the  right  pronunciation  of  it. 
To  secure  the  correct  pronunciation  of  any  phonogram  give  the 
sound  in  connection  with  some  word  in  which  it  occurs  as  the  initial 
sound  if  possible,  as  r  in  rat,  I  in  little.  Second,  never  accept  from 
your  pupils  anything  but  the  exact  pronunciation  of  any  phonogram. 
Third,  never  teach  a  new  phonogram  until  all  those  previously  pre- 
sented have  been  thoroughly  learned. 

3.    The  Ear-Training 

This,  like  the  teaching  of  the  phonograms,  is  a  preparation  for 
phonetic  reading.  Like  the  latter,  also,  it  should  begin  at  the  very 
commencement  of  the  term  and  be  practiced  daily.  With  brisk 
work,  five  minutes  a  day  with  the  children  all  together  should  suf- 
fice for  this  drill. 

The  teacher  slowly  pronounces  some  word  in  Phonetic  List  No.  1, 
showing  plainly  the  phonograms  of  which  it  is  composed,  as  m-at. 
The  children  listen  and  then  tell  the  word  mat.  The  teacher  gives 
s-ing.  Children  tell  the  word  sing.  Continue  this  practice,  giving 
again  and  again  all  the  words  in  Phonetic  List  No.  1. 

In  the  ear-training,  as  you  give  the  sounds  of  a  word,  whether 
there  be  two  phonograms,  as  in  the  first  group,  or  three  or  more,  as 
in  later  groups,  do  not  run  the  sounds  together,  but  always  make 
them  entirely  distinct  and  separate.  Let  the  children  blend  silently 
and  then  give  the  word  aloud.  Do  some  individual  work  each  day. 


MANUAL  OP  INSTRUCTION  7 

PHONETIC   LIST  NO.  1 

To  be  used  for  Ear-Training  in  First  Period,  and  for  Blend  Drill 
in  Second  Period,  during  the  reading  of  Primer,  Part  I. 

PHONOGRAMS:  f,  1,  m,  n,  r,  s,  -  -  a,  e,  o,  -  -  ing,  ings, 
ight,  ights,  —  and  short  sight  words  from 
Primer,  Part  I. 

fail,  fails,  fall,  fan,  fat,  fight,  fights,  fill,  fin, 
fit,  fits,  fold,  land,  light,  lights,  mail,  mails,  man, 
many,  mat,  Mat,  meat,  meats,  might,  mill,  mold, 
najl,  nails.  Nan,  Nat,  neat,  night,  nights,  rail, 
rails,  ran,  rat,  right,  rights,  rill,  ring,  rings,  sail, 
sails,  Sam,  sand,  sat,  seat,  seats,  sight,  sights, 
sill,  sing,  sings,  sit,  sits,  sold,  swell,  swells. 

An^/i,  }£no^,  oji,  fus^,  ^nat,  J£ne^,  }tmt,  j£nrts, 
lam]/4,  niitj!,  mus^,  sno^. 

e^lr,  e^l,  la/,  Le^,  lo^,  ma/,  Ma/,  mo^,  ra/, 
Ka/,  ro^,  sa/,  se^i,  so,  so^,  ^rmg,  Brings. 

eat^n,  he^l,  he^tr,  hejil,  |ino^n,  j^no^ing,  me^l, 
me^tn,  o^r,  5^0,  o^ing,  o^n,  seem,  seen,  yonr. 

can  not,  fail  ing,  fall  ing,,  fanning,  fighting, 
fill  ing,  fold  ing,  land  ing,  light  ing,  mail  ing, 
molding,  nail  ing,  railing,  railings,  ring  ing, 


8  THE   RATIONAL  METHOD  IN  READING 

sail  ing,  seat  ing,  seem  irig,  sing  ing,  swell  ing, 
swell  ings,  with  in,  with  out. 

fitting,  fussing,  he^l  ing,  he^r  ing,  ]£nit]t!ing, 
la/ing,  losing,  matting,  me^,n  iug,  moving, 
mussing,  o^n  ing,  rowing,  sa/ing,  savings,  sitting, 
snoring,  sowing. 

fe^r,  fe^l,  fo^m,  fo^ir,  ^nats,  lam^,  lan^,  le^f, 
le^n,  Leo,  lighten.  litjUj£,  lo^f,  man^,  Mat's,  mit^n, 
mo^n,  mor^,  mo\^n,  nam^,  Nat's,  ne^ir,  ra^n, 
ratjKl^,  rms^,  ro^lr,  rolj,  saf^,  sal^,  sam^,  satin, 
se^l,  se^m,  sor^,  ^rit^n. 

flat,  fle^i,  fling,  flings,  flo^,  frS^,  fright,  slam, 
slat,  slight,  sling,  slings,  slit,  slo^,  small,  snail. 

OUTLINE   OF  SECOND  PERIOD 

Sight  reading  from  the  Primer,  Part  7,  and  further  preparation  for 
phonetic  reading. 

Three  lines  of  work  are  to  be  practiced  separately  every  day. 

1.  Sight  reading  from  Primer,  Part  I. 

2.  Drill  on  the  phonograms. 

3.  Drill  on  the  blend. 

1.    Sight  Reading  from  Primer,  Part  I 

As  soon  as  pupils  know  all  the  eighty-seven  sight  words  taught 
in  the  First  Period,  and  as  soon  as  they  can  without  hesitation  read 
from  the  blackboard  short  sentences  constructed  from  these  words, 
they  are  ready  to  begin  the  book.  They  must  first,  however,  be- 


MANUAL  OF  INSTRUCTION  9 

come  familiar  with  print,  for  up  to  this  time  script  only  has  been 
used. 

A  few  days  before  commencing  the  reader,  begin  to  train  the  eye 
in  the  recognition  of  print.  Write  in  script  a  short  sentence  upon 
the  board  and  underneath  it  place  the  same  sentence  in  print. 
Have  the  children  read  the  script,  then  the  print.  Write  another 
sentence  in  the  same  way  and  continue  the  practice  until  the  pupils 
are  proficient  in  recognizing  the  printed  form.  Then  reverse  the 
order,  placing  the  print  above  and  the  script  below.  Cover  the 
script  and  ask  the  children  to  read  the  sentence  in  print,  showing 
them  the  script  only  as  they  need  help. 

In  using  cards  for  the  daily  drill  on  sight  words  and  phonograms, 
show  now  the  printed  side  as  well  as  the  script.  Pupils  will  soon 
become  perfectly  familiar  with  print  and  will  then  be  ready  to  be- 
gin the  primer.  Use  script  for  blackboard  work  as  before.  The 
reading  in  the  book  will  give  sufficient  practice  in  print. 

For  each  reading  lesson  in  the  book,  there  should  be  a  regular 
daily  preparation  with  the  children.  The  sight  words  employed  in 
the  lesson  should  be  thoroughly  reviewed  and  used  in  sentences  on 
the  board.  Explanation  of  the  subject  matter,  study  of  the  picture, 
and  conversation  with  the  children  will  make  the  lesson  doubly  in- 
teresting and  profitable  to  them.  After  this  preparation  in  class, 
the  pupils  should  be  given  a  short  time  in  which  to  study  individu- 
ally before  the  recitation. 

2.  Drill  on  the  Phonograms 

Continue  practice  on  the  thirteen  phonograms  taught  in  the  First 
Period.  Give  a  short  drill  each  day  upon  the  blackboard  and  with 
the  Phonetic  Cards,  using  both  script  and  print  side. 

As  the  knowledge  of  the  phonograms  is  the  foundation  of  all  the 
phonetic  reading  and  as  the  ability  to  give  them  in  quick  succession 
is  absolutely  essential  to  perception  of  the  blend,  too  much  stress 
cannot  be  laid  upon  the  importance  of  this  drill.  It  should  be 
regular,  persistent,  and  thorough  both  with  individual  children  and 
with  the  class  as  a  whole. 


10  THE   RATIONAL  METHOD  IN  READING 


3-   Drill  on  the  Blend 

Single  phonetic  words  are  now  written  on  the  board  for  eye- 
training  in  addition  to  being  given  orally  for  ear-training. 

The  teacher  writes  upon  the  blackboard  some  word  from  Pho- 
netic List  No.  1,  as  fat;  she  covers  at  and,  pointing  to  /,  asks  the 
children  to  give  the  sound  ;  she  then  covers  /and,  pointing  to  at,  asks 
them  to  pronounce  it ;  she  then  shows  the  whole  word  and  asks 
them  to  give  both  sounds  and  to  pronounce  the  word.  If  they  hesi- 
tate in  doing  this,  she  herself  may  tell  the  word,  making  /  long  and 
prominent. 

This  practice  should  be  continued  for  a  day  or  two  with  other 
words  from  the  list.  As  soon  as  the  pupils  are  proficient  in  giving 
the  sounds  in  quick  succession  as  the  teacher  points  and  in  pro- 
nouncing the  words,  she  should  no  longer  cover  the  phonograms  but 
should  write  them  with  the  markings  as  they  appear  in  the  lists. 

After  the  first  few  days  of  blend  work,  from  ten  to  twenty  single 
words  from  Phonetic  List  No.  1  should  be  read  by  the  pupils  every 
day  until  Part  I  of  the  Primer  is  finished. 

For  the  encouragement  of  the  weaker  pupils  the  first  words  and 
every  second  or  third  wore],  thereafter  should  be  extremely  easy,  so 
that  all  who  will  try  may  succeed  in  giving  the  blend.  This  is  a 
very  important  point*  A  glimmer  of  light  here  and  there  will  en- 
courage even  the  dull  pupils  to  keep  trying.  The  teacher  should 
always  bear  in  mind  that  the  object  is  not  to  have  the  words  memo- 
rized but  to  give  the  pupils  the  ability  to  read  them  by  their  phono- 
grams. 

As  there  are  about  two  hundred  words  in  Phonetic  List  No.  1, 
the  words  of  the  daily  drill  will  involve  many  repetitions  of  those 
previously  given,  but  if  they  are  selected  at  random,  there  will  be 
little  memorizing  of  words  as  wholes  and  therefore  no  serious  inter- 
ference with  the  phonetic  reading. 

To  most  pupils  perception  of  the  blend  comes  but  slowly  and 
there  must  be  much  practice  before  any  real  power  is  attained. 
Patient,  persistent  drill,  however,  will  finally  win  success,  and  a 


MANUAL  OF  INSTRUCTION  11 

power  and  facility  will  be  given  the  pupil  which  he  could  not  obtain 
in  any  other  way. 

The  exercise  should  be  so  conducted  that  every  child  will  hope  to 
give  the  next  word.  This  will  cause  each  one  to  attend  closely  and 
so  gain  the  full  benefit  of  the  lesson. 

One  important  caution  remains  :  If  the  phonograms  are  well 
learned,  there  will  be  a  strong  tendency  among  the  pupils  to  whisper 
the  sounds  to  themselves.  This  buzzing  should  not  be  checked. 
It  is  not  disorder.  It  is  the  only  means  by  which  beginners  of 
average  ability  can  think  the  sounds,  and  so  recognize  the  words. 
For  some  time  they  must  actually  hear  the  sounds  before  they  can 
carry  them  mentally. 


OUTLINE  OF  THIRD  PERIOD 

Combined  sight  and  phonetic  reading  from  Primer,  Part  77,  with 
further  exercises  to  strengthen  and  perfect  the  work. 

Three  lines  of  work  are  to  be  practiced  separately  every  day. 

1.  Reading  from  Primer,  Part  II. 

2.  Drill  on  the  phonograms. 

3.  Drill  on  the  blend. 

1.   The  Book-Reading 

Up  to  this  point,  the  reading  in  the  book  has  consisted  of  sight 
words  alone.  Beginning  with  Part  II,  the  lessons  will  include  some 
phonetic  words  as  well  as  sight  words. 

At  first  the  number  of  phonetic  words  is  small,  for  the  children 
being  yet  somewhat  slow  in  perception  of  the  blend,  too  many 
phonetic  words  would  prove  an  obstruction  to  thought  getting. 

New  sight  words  are  added  from  time  to  time,  including  some 
that  may  later  be  used  as  word  phonograms.  New  phonograms  are 
also  taught,  and  new  phonetic  words  constantly  introduced.  In 
this  combined  sight  and  phonetic  reading,  as  in  the  sight  reading 
from  the  blackboard  and  from  Primer,  Part  I,  no  pupil  should  ever 


12  THE   RATIONAL  METHOD   IN  READING 

be  allowed  to  read  a  sentence  until  he  can  do  so  without  a  break. 
The  teacher  should  insist  that  the  child  read  to  himself  before 
attempting  to  read  aloud.  In  this  way  only  can  he  get  the  thought 
and  then  express  it  smoothly  and  naturally. 

Before  each  day's  reading,  all  sight  words  which  occur  in  the 
lesson  should  be  carefully  taught  or  reviewed,  and  all  phonetic 
words  written  on  the  board  with  their  proper  marks.  These  words 
should  be  read  by  the  pupils  several  times  as  a  special  blend  drill 
in  preparation  for  the  lesson.  Whenever  this  is  done,  the  separate 
"  Drill  on  the  Blend  "  prescribed  below  may  be  reduced  by  the  num- 
ber of  words  thus  practiced  for  the  lesson. 

2.    Drill  on  the  Phonograms 

This  must  be  continued  daily  throughout  the  course.  When  a 
new  phonogram  is  taught,  the  card  that  contains  it  must  be  added 
to  the  number  used  in  the  daily  drills.  This  constant  repetition  of 
all  phonograms  previously  learned  is  in  a  certain  sense  a  review  of 
the  entire  subject.  It  will  be  found  very  effective  in  bringing 
together  at  the  end  of  the  term  pupils  whose  previous  training  and 
opportunity  for  attendirig  school  have  been  widely  different. 

3.   Drill  on  the  Blend 

The  regular  daily  drill  on  the  blend  should,  like  the  drill  on  the 
phonograms,  be  continued  throughout  the  course.  For  the  practice 
in  phonetic  reading  afforded  by  sentences  containing  but  two  or 
three  phonetic  words  is  but  a  small  portion  of  what  is  required  for 
real  proficiency.  The  teacher  should  give  upon  the  board  a  daily 
drill  of  thirty  or  forty  single  phonetic  words.  These  words  are  to 
be  selected  largely  from  the  phonetic  list  that  accompanies  the 
phonogram  learned  last,  but  some  words  from  lists  previously  given 
should  also  be  included.  This  general  blend  practice  each  day 
should  be  in  addition  to  the  special  phonetic  preparation  for  the 
reading  lesson  in  the  book. 


MANUAL  OF   INSTRUCTION  13 

PHONETIC  LIST  NO.  2 

To  be  completed  before  reading  Primer,  page  88. 

NEW   PHONOGRAMS:    S,     and    the    D6W    WOrd     phonO- 

grams  end,  other,  ever,  thing,  up,  on,  ate,  some,  used 
as  sight  words  before  page  88. 

another,  another's,  any  thing,  any  way,  e^rs, 
e^ts^,  falls,  fans,  fe^r  ing,  fejlrs,  fe^l  ing,  fe^l  ings, 
fe^ls,  fills,  fms,  fle^s,  fling  ing,  flo^  ing,  flo^s, 
fo^lm  ing,  fo^ims,  folds,  form,  forms,  friend, 
friends,  he^ls,  he^irs,  he^ls,  j^ne^l  ing,  ^ne^ls, 
}£ne^s,  j^no^s,  lam]is,  lam^s,  lam  ing,  lands,  lan^s-, 
late,  la^s,  le^tf  ing,  le^n  ing,  levins,  lend,  lend- 
ing, lends,  Leo's,  lo^n  ing,  lo^ns,  lo^s,  man^s, 
mate,  mates,  Majfs,  me^ils,  me^tn  ing,  me^ns, 
mend,  mend  ing,  mends,  mills,  mm^o^,  mitjK^ns, 
mo^,n  ing,  mo^ns,  molds,  mol^s,  Mo^r^'s,  mother, 
mothers,  mother's,  nam^s,  nam  ing,  Nan's,  never, 
nos^,  o^rs,  o^s,  o\^ns,  ra/n  ing,  ra^ns,  raj's^, 
raj!s  ing,  rate,  ratfl^s,  rattl  ing,  ra/s,  rills,  rins  ing, 
rms  ings,  ro^m  ing,  ro^ms,  ro^r  ing,  ro^rs,  rolling, 
roljs,  ros^,  Eos^,  sal^s,  Sam's,  se^ls,  se^l  ing, 
serins,  se^is,  seems,  send,  send  ing,  sends,  sills, 
sing,  slamming,  slams,  slate,  slmg  ing,  slitting, 


14  THE  RATIONAL  METHOD  IN  READING 

smother,   snoring,    snowman,  sno^s,   some  thing, 
s,   stools,  tools,  up  on,  up  right,  yours. 


PHONETIC   LIST   NO.  3 

To  be  completed  before  reading  Primer,  page  96. 

NEW  PHONOGRAMS  :  I  and  y,  -  -  and  the  new  word 
phonograms  over,  what,  and  where. 

Anyi,  AnyTs,  any  how,  any  one,  any  one's, 
any  where,  canning,  blue  bird,  ^y0,  ^y^s,  ^y  ing, 
fty  fity,  fifys,  fifing,  fity,  fll^s,  filing,  fln^, 
firfj,  fir^s,  firing,  fly,  fli^s,  flit,  flits,  fry,  fri^s, 
frying,  fy,  Hero,  Hero's,  j£n!f^,  li^,  ll^s,  llf^, 
lln^,  lin^s,  lln  ing,  ly  ing,  mll0,  mll^s, 
mire,  Mo^r^,  my,  nln^,  overlook,  over- 
looks, over  see,  over  sees,  over  sight,  over  take, 
over  taken,  Ra/,  Ra/7s,  rls^,  rls  ing,  Rover, 
Rover's,  ry^,  si^,  sl^jiing,  sl^s,  sl^n,  si^n  ing, 
sl^ns,  sly,  some  where,  whatever,  wherever. 

PHONETIC  LIST  NO.  4 

To  be  completed  before  reading  Primer,  page  105. 

NEW  PHONOGRAMS  :  k  and  t,  terminating   either  a 
word  or  a  syllable,  --  and  the  word  phonograms 

be,  but,  if,  our,  and  wing. 

/ 


MANUAL  OF  INSTRUCTION  15 

ant,  ants,  be^ik,  be^lks,  be^m,  be^im  ing,  bedims, 
be^n,  begins,  be^it,  be^t  ing,  be^ts,  be  come,  be- 
comes, be^,  be^s,  be^f,  be^t,  be^ts,  be  ing,  e^tst, 
fe^t,  flour,  fo^,  fo^s,  he^it,  he^tt  ing,  he^-ts,  Jlour, 
jiours,  lak^,  lak^s,  le^ik,  le^lk  ing,  le^ks,  lift,  mak^, 
mak^s,  mate,  mates,  me^t,  ine^t  ing,  me^ts,  mint, 
mit^,  mlt^s,  musk,  must,  not^,  not^s,  o^ik,  o^Lks, 
6^t,  o^ts,  play  mate,  rak^,  rak^s,  rak  ing,  rows, 
rust,  rust  ing,  rusts,  sak^,  sak^s,  seek,  seek  ing, 
seeks,  she^t,  sheets,  sift,  silk,  silks,  sle^k,  sle^t, 
snil/,  so^Lk,  sojik  ing,  so^tks,  sour,  sours,  some  how, 
some  where,  swe^t,  swe^t^n,  sweats,  swing,  swing- 
ing, swings,  we^k,  we^lk^n,  we0k,  we^ks,  wmg- 
ing,  yiit^,  ^rlt^s,  ^rlt  ing,  ^rot^. 

PHONETIC  LIST  NO.   5 

To  be  completed  before  reading  Primer,  page  108. 

NEW  PHONOGRAMS  :  er  and  ers  (as  terminals),  — 
and  the  word  phonogram  under. 

answer,  answering,  answers/better,  betters, 
Easter,  eater,  eaters,  fatjfer,  feeler,  feelers, 
flfer,  flfers,  fight  er.  fighters,  finer,  fitter,  fit- 
jfers,  fold  er,  fold  ers,  flatter,  fly  er,  fly  ers,  he^r  er, 


16  THE  RATIONAL  METHOD   IN   READING 

hearers,  in^er,  kinder,  ^nitjCer,  ]^nit)t!ers,  lamer, 
lat  er,  la/er,  la/ers,  le^n  er,  lend  er,  lend  ers, 
letter,  letters,  lift  er,  lift  ers,  lift  ing,  lifts,  light  er, 
lighters,  litjfer,  Uttering,  IrtjCers,  lo^er,  lowering, 
lowers,-  mak  er,  mak  ers,  manner,  manners,  matter, 
matters,  me^n  er,  mill  er,  miU  ers,  mold  er,  mold- 
ers,  mo^er,  movers,  ne^lr  er,  neat  er,  old  er, 
outer,  o^n  er,  owners,  ringer,  ringers,  roller, 
rollers,  ro^er,  rovers,  saf  er,  send  er,  send  ers, 
sift  er,  sift  ers,  sift  ing,  sing  er,  smg  ers,  slates. 
slight  er,  slower,  sly  er,  small  er,  snif/ing,  snif/s, 
so^er,  sobers,  supper,  swe^t  er,  think  er,  think- 
ers, under  go,  under  take,  under  stand,  we^k  er, 
wetjfer,  ^rit  er, 


PHONETIC  LIST  NO.  6 

To  be  completed  before  reading  Primer,  page  111. 

NEW  PHONOGRAMS  :    o    and     ck,  —  and    the    word 
phonograms  corn  and  to. 


acorn,  befor^,  be  friend,  be  Ijfef,  be  lo\^,  day- 
light, fa^nt,  fe^st,  flak^,  flam^,  flam^g,  fle^t,  flint, 
flo^t,  fl5ck,  flo^ir,  flo^n,  f6nt,  fram^,  Fn  day,  frock, 
^nock  er,  knockers,  ^nocking,  ^nocks, 


MANUAL  OF  INSTRUCTION  17 

J£not,  knots,  Jhiotjting,  legist,  lock,  locking,  locks, 
los^,  lost,  lot,  lots,  mm^o^s,  mock,  mock  er, 
mock  ers,  mock  ing,  mocks,  mar^o^,  mos^,  most, 
Sf  J,  offend,  of^er,  offcr  ing,  offers,  of^n,  of^n  er, 
rock,  rock  er,  rock  ers,  rock  ing,  rocks,  rot,  rots, 
rot^n,  rotting,  slim^,  sme^ir,  smears,  smil^,  smok0, 
smother  ing,  smothers,  snak^,  sne^ik,  snor^,  snor- 
ing, snores,  sock,  socks,  soft,  sof^n,  sor^o^,  to- 
moif  o^,  up  ro^r. 

PHONETIC   LIST   NO.   7 

To  be  completed  before  reading  Primer,  page  113. 
NEW  PHONOGRAM  :    p. 


,  he^p,  he^lp  ing,  he^ps,  lamp,  lamps,  le^p, 
ing,  le^ps,  lop,  lopping,  lops,  mop,  mopping, 
mops,  mop^,  mop^s,  mop  ing,  op^n,  op^n  er, 
op^n  ing,  op^n  ings,  op^ns,  pail,  pails,  pa|n, 
pa^ns,  pal^,  paler,  pan,  pans,  pan0,  pan^s, 
pap  er,  pap  ers,  past^,  pat,  pats,  patter,  pat- 
jtering,  patters,  patting,  paf,  pacing,  pa/s,  pe^, 
pe^ls,  pe^l,  pe^l  ing,  pe^ls,  pe^p,  pe^p  ing,  pe^ps, 
pl^,  pi^s,  pil^,  pll^s,  piling,  pill,  pills,  pin, 
pinning,  pins,  pin^,  pin  ing,  pln^s,  .plp^,  pip  er, 


18  THE   RATIONAL  METHOD   IN   READING 

pipers,  pipj^s,  piping,  pit,  pits,  pok^,  poker, 
pok  ers,  pok^s,  pok  ing,  pol^,  pol^s,  PolJ,  pop, 
popper,  poppers,  popping,  pops,  re^p,  reaper, 
re^p  ers,  re^ip  ing,  re^ps,  rlp^,  rip^n,  rip  er, 
romp,  ropd,  rop^s,  rop  ing,  she^p,  sheep's,  sle^p, 
sle^p  ing,  slop,  slop^,  smp^,  so^p,  so^ps,  sop, 
sopping,  sops,  stoop,  stoop  ing,  stoops,  swe^p, 
swe^p  er,  swe^p  ers,  swe0p  ing,  sweeps,  we^p, 
we^p  ing,  we^ps. 

PHONETIC   LIST   NO.    8 

To  be  completed  before  reading  Primer,  page  116. 

NEW  PHONOGRAM:   t    any  where,  --  and    the    word 
phonograms  arm  and  who. 


,  be^tl^s,  But  ler,  butjfer,  but^n,  but^ns, 
farm,  farm  er,  farm  ing,  farms,  pa^nt,  pa^nt  er, 
pa^nt  ers,  pe^pl^,  plaj^n,  plan,  planning,  plans, 
plan^,  plant,  plate,  plates,  platter,  platjfers, 
play  er,  play  ers,  pleat,  pleat  ing,  pleats,  plot, 
pork,  post,  pot,  potjfer,  potters,  potjting,  pots, 
poyir,  po]ir  ing,  pojirs,  pout,  i)Qut  ing,  pouts, 
pra^s^,  Pratjl!,  Prates,  pra/,  pra/ing,  pra/s,  prop, 
pup,  pups,  .  ro^st,  span,  spans,  spat,  spatjter, 


MANUAL  OF  INSTRUCTION  19 

spatters,  spe^lk,  spe^ir,  spend,  spend  ing,  spends, 
spi^s,  splk^,  spill,  spill  ing,  spills,  spilt,  spin, 
spinier,  spinners,  spinning,  spins,  spin^,  spir0, 
splt^,  spok^,  spot,  spout,  spout  ing,  spouts,  spy, 
spy  ing,  stajhi,  stak^,  stal^,  stall,  stalls,  stami/ier, 
stami/iers,  stamp,  stand,  stand  ing,  stands,  sta/, 
sta/  ing,  sta/s,  st^ak,  ste^ll,  ste^im,  ste^l,  ste^r, 
stil/,  stiljf^n,  stif^er,  still,  still  er,  stock,  ston^, 
stol^,  stop,  stor^,  tail,  tails,  taken,  ta!0,  tal^s, 
tall,  tall  er,  tain^,  tarn  er,  tam^s,  tarn  ing,  tan, 
tanker,  tankers,  tanking,  tan§,  tap0,  tap  er, 
tap  ers,  tap^s,  tast^,  tatter,  tatjters,  tatjUl^,  te^, 
te^is,  te^ls^,  te^is  ing,  te^tm,  te^ms,  te^tr,  te^rs, 
tend,  tending,  tends,  tiff,  ti^s,  tight,  tighten, 
tighter,  tlinjf,  tlm^s,  tm,  tinging,  tms,  tln0,  tm^s, 
tir^,  tir  ing,  to^ist,  to^,  toeing,  to^s,  told,  Tom, 
Tom's,  ton0,  ton^s,  top,  top^l^,  tops,  tor^,  torn, 
tos^,  tossing,  tojC,  Tot,  totjfer,  totjfers,  totjTl^ 
tra/n,  tra/,  tra/s,  tre^Lt,  tre^,  tre^s,  trip^,  trill, 
trill  ing,  trills,  try,  trl^s,  try  ing,  tusjfl^,  ty  ing, 
whom, 


20  THE   RATIONAL  METHOD   IN  READING 

PHONETIC  LIST   NO.    9 

To  be  completed  before  reading  Primer,  page  120. 

NEW  PHONOGRAMS  :  e,  and  k  anywhere,  -  -  and  the 
word  phonograms  each,  saw,  and  when. 


ac]/l^s,  aeM  ing,  eak^,  cak^s,  call,  eall  er, 
call  ers,  eall  ing,  calls,  camp,  camp  ing,  camps, 
can^,  ean^s,  eap0,  cap  er,  cap  ers,  eap^s,  cas^,  eat, 
eats,  eat's,  eat]t!l^,  elajhn,  elam,  clatter,  elatjters, 
ela/,  ele^n,  ele^ir,  elim^,  climber,  climbers,  elmg, 
eling  ing,  eHngs,  elo^k,  elSck,  elos^,  elos^,  elover. 
€5^1,  eo^ist,  eo^t,  eo^ts,  eoeo^i,  eof;fe^  eok^ 
eold,  cold  er,  colds,  colt,  eom^,  combing,  coml/is, 
copper,  cor^,  eor^s,  *eor  ing,  eost,  cot,  cots, 
cram,  cramming,  crams,  cramp,  eran^, 
crate,  ere^ik,  cre^tm,  ere^k,  cre^p,  ero^ik,  crock, 
crop,  cros^,  cro^,  crowing,  ero^s,  crust,  cup, 
cups,  Kate,  Kate's,  ke^p,  ke^p  er,  ke^p  ers, 
ke^p  ing,  ke^ps,  kill,  kill  ing,  kills,  king,  kings, 
kit,  kits,  kitjt^n,  kitjt^ns,  kitj^n's,  nam^sak^,  over- 
work, peach,  preach,  preach  ing,  reach,  reach  ing, 
scal^,  scamp,  scant,  scatter,  seatjfers,  scold, 
scold  er,  seold  ers,  scold  ing,  scolds,  Scot]!!,  see- 


MANUAL  OF  INSTRUCTION  21 

saw,  skate,  skill",  skifjfs,  skill,  skin,  skinning, 
skms,  sky,  skies,  teach,  teach  er,  teach  ing, 
work  er,  work  ers,  work  ing,  work  man. 

WRITING  AND   SPELLING 

The  teaching  of  writing  and  spelling  should  begin  almost  simul- 
taneously with  that  of  reading.  Pupils  should  be  taught  to  copy 
words  as  wholes  and  write  them  from  dictation,  but  up  to  the  time 
of  the  completion  of  the  Primer  there  should  be  no  attempt  at  oral 
spelling.  Even  the  calling  of  letters  by  their  names  should  be  care- 
fully avoided,  for  until  the  children  have  become  strong  in  the  use 
of  the  letters  as  phonograms,  their  names  prove  stumbling  blocks  in 
the  reading. 

Soon  after  the  middle  of  the  year,  the  alphabet  should  be  taught 
in  alphabetical  order,  capitals  and  small  letters  at  the  same  time. 
Nearly  all  the  consonants  and  the  long  sounds  of  the  vowels  have 
been  learned  and,  inasmuch  as  the  children  know  the  sounds  and 
their  written  symbols,  the  names  of  the  letters  will  easily  be  fixed 
in  mind. 

As  soon  as  the  alphabet  has  been  learned,  spelling,  both  oral 
and  written,  should  begin.  At  first  take  easy  sight  words  from  the 
Primer  and  also  have  the  pupils  give  the  letter  names  of  all  phono- 
grams thus  far  learned.  Then  select  from  the  phonetic  lists  words 
for  spelling  having  two  phonograms,  and  later  those  having  three 
phonograms.  At  the  end  of  the  year  children  should  be  able  to 
spell  fifty  short  sight  words  and  one  hundred  and  fifty  phonic  words. 


22  THE   RATIONAL  METHOD   IN   READING 

FIRST  YEAR.     SECOND  HALF-YEAR'S  WORK 

The  work  of  the  second  half-year  does  not  differ  essentially  from 
that  of  the  third  period  of  the  first  half-year.  New  phonograms 
are  introduced  from  time  to  time  and  likewise  new  sight  words, 
some  of  which  are  used  as  word  phonograms  as  the  work  proceeds. 

The  sight  words  should  in  every  case  be  taught  in  script  on  the 
blackboard  and  read  in  many  short  sentences  before  attempting  the 
book  lesson  in  which  these  words  occur.  In  like  manner  there 
should  be  a  special  phonetic  preparation  by  means  of  a  blend  drill 
of  all  phonetic  words  contained  in  the  lesson. 

The  oral  reading  of  every  lesson  should  be  preceded  by  its  silent 
reading  and  this,  to  be  made  in  the  highest  degree  effective,  should 
be  accompanied  by  questions  and  comments  by  the  teacher. 

It  is  sometimes  well,  either  before  the  silent  reading  or  after 
the  reading  in  class,  for  the  teacher  to  read  the  lesson  aloud  to  the 
children.  This  course,  besides  providing  good  models  of  expression, 
will  convey  to  the  pupils  many  a  meaning  which  would  otherwise 
perhaps  be  entirely  overlooked. 

Much  stress  has  been  laid  upon  the  necessity  of  requiring  a  child 
to  get  Ms  sentence  ready,  tfyat  is,  to  read  to  himself  before  attempting 
to  read  aloud.  Without  scrupulous  attention  to  this  plan  the  teacher 
cannot  hope  to  secure  thoughtful,  expressive  reading  on  the  part  of 
her  pupils. 

The  drill  on  the  phonograms  should  be  given  daily  and  should 
include  all  sounds  thus  far  taught. 

The  drill  on  the  blend  should  be  continued  by  the  use  of  the 
phonetic  lists  prescribed  and  by  the  special  phonetic  practice  in 
preparation  for  each  day's  reading  lesson. 

NOTE  :  Phonetic  Lists  Nos.  10-29  are  for  use  in  blend  drills  in  connection 
with  the  reading  of  the  First  Reader.  In  the  lists  following  No.  21  the  com- 
pound phonograms  ck  and  sh  having  become  sufficiently  familiar  are  used  with- 
out underscoring.  For  the  same  reason,  where  a  double  consonant,  as  ff  or  pp, 
occurs  in  the  middle  of  a  word,  neither  member  is  crossed  out.  In  such  case, 
care  may  be  necessary  to  prevent  pupils  from  getting  the  idea  that  each  of  the 
two  members  is  to  be  sounded  separately. 


MANUAL  OF  INSTRUCTION  23 

PHONETIC  LIST   NO.    10 

To  be  completed  before  reading  First  Reader,  page  16. 
NEW  PHONOGRAM  :  a. 


Set,  act  ing,  acts,  Al^an,  Allan's, 
aster,  asters,  attack,  attend,  attends,  attend  ing. 
be  for^,  butterfly,  butterflies,  cackl^,  cap,  caps, 
easjfl^,  crack,  fact,  flap,  frighten,  frost,  lack,  lack- 
ing, lacks,  lap,  lapsing,  laps,  mar^'o^,  map,  mapl^, 
maples,  nap,  napping,  n&ifo^,  pack,  pack  ing, 
ple^ls^,  polit^,  potato,  potatoes,  rack,  racks,  rap, 
rapping,  raps,  sack,  sacks,  sap,  slap,  smack,  snap, 
stack,  stand,  ston^,  stones,  smll  ing,  swe^p  ing, 
tack,  tacking,  tacks,  taljo^,  tap,  tapping,  taps, 
tas^01,  tas^ls,  tomato,  tomatoes,  track,  trap, 
under  stand,  ^rap,  ^rapfier,  ^rap|iers, 

PHONETIC  LIST   NO.   11 

To  be  completed  before  reading  First  Reader,  page  33. 

i  c* 

NEW  PHONOGRAMS  :    ' 


?  | .' .,    and  ip. 

Uck 

at]l!ic,  attics,  click,  click  ing,  clicks,  colic,  comic, 
frolic,  kick,  kick  ing,  kicks,  lick,  lick  ing,  licks, 
mechanic,  nick,  nicks,  pick,  pick  er,  pick  ers, 


24  THE  RATIONAL  METHOD  IN  READING 


picking,  picks,  pickl^,  pickles,  pickling,  picnic, 
prick,  prick  ing,  prickl^,  pricks,  sick,  sicken. 
sickl^,  snick  er,  snick  ers,  stick,  stick  ing,  sticks, 
stock  ing,  stock  ings,  street,  tick,  tick  er,  tick  ers, 
tick  ing,  ticks,  tickl^,  tickling,  tickles,  trick, 
trickl^,  clip,  clipping,  clips,  erip|il^,  lip,  Hps,  nip, 
nippers,  nipping,  nips,  pippin,  pippins,  rip,  rip- 
ping, rips,  ripi^,  ripj/Sl^s,  ripping,  sip,  sipping, 
skip,  skipper,  skippers,  skipping,  slip,  slipper, 
slippers,  slipping,  slips,  snip,  snipping,  Tip,  Tip's, 
tip,  tipping,  tip-to^,  tre^-top,  trip,  tripling,  trips, 
triples,  yesterday. 

PHONETIC  LIST  NO.  12 

To  be  completed  before  reading  First  Reader,  page  41. 

NEW  PHONOGRAMS:  im  and  is   (not  is),  —  also  the 
word  phonograms  ice,  new,  and  wind. 


crimp,  crimps,  Knew,  limM,  lim^s,  limp. 
limp  ing,  limps,  mice,  mimic,  mimics,  mistake. 
mistakes,  mistaken,  nice,  primer,  primers,  ra|sj!n, 
rajs^ns,  rim,  rims,  simpler,  snnpl^,  skim,  skim- 
ijier,  skimmers,  skimming,  ski^s,  slice,  slim, 
slimier,  spice,  Tmi,  Tim's,  trice,  trim,  trimi/ier, 


MANUAL  OF  INSTRUCTION  25 

trimi/iing,  trimi/iings,  trims,  windo^,  windows, 
assist,  crisp,  fist,  fists,  frisk,  in  sist,  kis^,  Jds$- 
ing,  lisp,  lisp  ing,  lisps,  list,  lists,  listen,  ligj^n  er, 
listen  ers,  lis^n  ing,  lis^ns,  Mis^,  mis^,  missing, 
mist,  Mister,  risk,  risk  ing,  risks,  sister,  sisters, 
sister's,  i^rist,  grists. 

PHONETIC  LIST  NO.  13 

To  be  completed  before  reading  First  Reader,  page  43. 
NEW  PHONOGRAM:  W.* 

frost  ing,  scour,  scour  ing,  scours,  swam,  swift, 
swim,  swimmer,  swmii/iers,  swimming,  swims, 
swin^,  swor^,  twice,  twin,  twins,  twin^,  wafer, 
wafers,  wail,  wail  ing,  wails,  waj't,  wa/t  er,  waf- 
ers, wa|t  ing,  wa^ts,  wa|st,  wick,  wicks,  wTick  er, 
witt,  wife's,  wilt,  wilt  ing,  wilts,  wm,  winder, 
winders,  winding,  windings,  wrms,  win^,  wm^s, 
winter,  winters,  wip^,  wip  er,  wlp  ers,  wlp^s, 
wlp  ing,  wir^,  wirjfg,  wlr  ing,  wis^,  w^Is  er,  wisp, 
wisps,  wak^,  wor^,  worn. 

*  The  real  sound  of  this  phonogram  cannot  be  given  alone.  It  is  that 
peculiar  slide  or  twist  that  occurs  between  long  oo  and  any  other  vowel  sound 
when  we  attempt  to  pass  from  one  to  the  other  without  stopping.  Thus  :  oo8t, 
ooa^,  etc.  We  therefore  teach  the  children  to  call  it  oo  and,>  u\  words,  to 
smother  or  shorten  the  vowel  part  to  the  point  of  suppression. 


26  THE   RATIONAL  METHOD  IN  READING 

PHONETIC   LIST   NO.    14 

To  be  completed  before  reading  First  Reader,  page  47. 
NEW  PHONOGRAMS  :  6,  est,  leSS, 


arrest,  cap  less,  cold  est,  crept,  crest,  eejio, 
eejlo^s,  ee}l6  ing,  Eljen,  Eljen's,  elm,  6ls0,  end- 
less, enter,  Esther,  fattest,  fearless,  feljo^,  felt, 
fester,  finest,  flattest,  forest,  forget,  freest, 
friend  less,  fret,  fusses,  jion  est,  ill  ness,  kept, 
ket)(!10,  kind  est,  kind  ness,  kisses,  ]£nelt,  lam^- 
ness,  lam  est,  lat  est,  ledf  less,  le^n  est,  le^st, 
left,  lent,  Lent,  les^Sn,  lest,  Lester,  let,  letter, 
letting,  lets,  light  est,  llty  less,  like  ness,  lowest, 
me^n  est,  me^in  ness,  me^nt,  meljo^,  melt,  men, 
mes^,  met,  misses,  musses,  ne^r  est,  neat  est, 
neatness,  neck,  necks,  NelJ,  Nell's,  nest  nes)fl^, 
net,  netting,  new  est,  nodding,  od^l  est,  old  est, 
pajfri  less,  pal  est,  peaches,  peck,  peck  ing,  pecks, 
pen,  pens,  pepper,  peppers,  pest,  pester,  pet, 
petjting,  pres^,  ra/n  less,  reaches,  rest,  rest  ing, 
rim  less,  rip  est,  saf  est,  s^ent,  se^im  less,  self, 
selj,  selling,  sens^,  sent,  set,  setter,  setting, 
sjck  ness,  slight  est,  slimiest,  slowest, 


MANUAL  OF  INSTRUCTION  27 

sly  est,  small  est,  smell,  sor  est,  sor^  ness,  sour- 
est, sour  ness,  spell,  spent,  stem,  step,  stifjfest, 
stiffness,  still  est,  still  ness,  swe^it,  tall  est,  tam- 
est, teaches,  te^-set,  tearless,  ten,  tent,  test, 
test  ing,  tight  est,  tir^  less,  tre0  less,  we^k  est, 
we^k  ness,  wept,  West  wis  est,  ^ren, 


PHONETIC  LIST  NO.   15 

To  be  completed  before  reading  First  Reader,  page  52. 

NEW  PHONOGRAM:  d  terminating  a  word  or  a 
syllable. 

Teach  effect,  not  separate  sound.  Put  fill  and  filled  on  the  blackboard, 
and  call  attention  to  the  difference  in  appearance  and  the  corresponding  differ- 
ence in  sound.  Then  write  call  and  called,  and  let  the  scholars  try  to  name 
the  latter.  Repeat  the  process  with  other  well-known  words. 


ans^er^d,  arm^d,  be  sid^,  but)ter^d, 
called,  elad,  eom^d,  eor^d,  erl^d,  €ro^0d,  e^d, 
eejlo^d,  0y^d,  failed,  fan^^d,  formed,  fe^r^d,  fll^d, 
filled,  flo^d,  fo^im^d,  fre^d,  fri^d,  frilled,  he^l^d, 
,  killed,  la/d,  lam^d,  le^n^d,  li^d,  light- 
^d,  lo^ln^d,  lo^d,  mad^,  mailed, 
mo^^d,  nailed,  nam^d,  op^n^d,  o^d, 
,  pa/d,  pii/n^d,  pe^l^d,  pen^^d,  pll^d,  pin^d, 
played,  poyir^d,  pra/^d,  rajh^d, 


28  THE   RATIONAL  METHOD  IN   READING 

re^d,  re^d,  ro^m^d,  ro^d,  rod^,  rolj^d, 
rusjKl^d,  sailed,  saw^d,  seour^d,  se^l^d,  se^m^d, 
seemed,  sl^ja^d,  sl^n^d,  simijfier^d,  sm^d,  skim- 
i/i^d,  skin^d,  smiled,  sno^d,  so^d,  sol^d, 
soured,  so^d,  spilled,  sta/^d,  swelled,  tam^d, 
tan^^d,  te^s^d,  tickled,  tl^d,  tlr^d,  tit)t!er^d,  tolj^d, 
tri^d,  trilled,  trimi/i^d,  trod,  wailed,  watered, 
^d,  wlr^d. 

,  fe^d,  f/eld,  find,  in  sld^,  ladder,  ladders, 
le^ld,  le^id  er,  le^d  ers,  le^d  ing,  le^ids,  lo^d,  lo^d- 
ing,  lo^ds,  mad,  maddest,  maj!d,  maj'd^n,  mild, 
mind,  ne^d,  pad,  padding,  pads,  pad(J10,  ped^l^, 
peddler,  pla;!d,  prid^,  re^d,  re^d  er,  re^d  ing,  re^ds. 
red,  redder,  reddest,  rid^,  rider,  rtd^s,  riding, 
rind,  ro^d,  sad,  sadder,  saddest,  sadfi^n,  sld^ 
spad^,  spe^d,  ste^d,  s^ord,  tld^,  to^d,  wad0, 
wad^s,  wad  ing,  we^d,  we^d  ing,  we^ds,  se^we^ds, 
wedding,  wid^,  wld0n,  wld  er,  wid  est,  wild,  wind. 

PHONETIC  LIST  NO.   16 

To  be  completed  before  reading  First  Reader,  page  54. 

NEW  PHONOGRAMS:  d    (Pronounced   like    £),  —  and 
the  word  phonogram  bush. 


MANUAL  OF  INSTRUCTION  29 


eak^d,  cocked,  fif^d,  fus^d, 
ic^d,  kicked,  kis^d,  Jhiock^d,  lacked, 
le^d,  le^p^d,  licked,  lik^d,  Ihnp^d,  locked, 
lopji^d,  mis^d,  mocked,  mop^d,  mopjJ^d,  mus^d, 
nipji^d,  over  looked,  over  worked,  packed,  pecked, 
picked,  pok^d,  pop|i^d,  rak0d,  rapfi^d, 
reached,  re^p^d,  rms^d,  rocked,  rosebush, 
sliced,  snip^^d,  so^k^d,  stepj^d,  stop^d,  spiced, 
tacked,  ticked,  tap^d,  tipji^d,  tos^d, 
,  wip^d,  worked,  ^rap^d,  ^reck 


PHONETIC  LIST  NO.  17 

To  be  completed  before  reading  First  Eeader,  page  60. 
NEW  PHONOGRAM  :     . 


,  ge^Ls^d,  §e^less,  ge^s  ing, 

gelling,  ge/1  ings,  ge^ls,  gell,  gells,  gent, 
§!der,  Cyrus,  fag^,  fag^d,  fag  ing,  fages, 
fences,  forg^,  haven't,  iges,  19  ing,  lag^, 
lag  ing,  mag^,  inmg^,  inmg^d,  mmg  ing,  necklag^, 
nig  er,  nig  est,  mg0  ness,  n^eg^,  pag^,  pag^d, 
pager,  pagers,  paging,  pe^,  peng^,  pfeg^, 
p|eg^d,  p/eg  ing,  p|eges,  ping  ers,  plftg^,  plag^d, 
plag  ing,  plages,  flr^-plag^,  fir^-plages,  prlg0, 


30  THE  RATIONAL  METHOD  IN  READING 

prlg^d,  prlges,  prmg^,  rag^,  rag^d,  rag  er,  rag  ers, 
rag  ing,  rises,  smg$,  spag^,  spages,  trag^S,  trages, 
wmg^,  winged,  wing  ing. 


PHONETIC   LIST   NO.    18 

To  be  completed  before  reading  First  Reader,  page  62. 
NEW  PHONOGRAMS  :  U  and  Tin. 

ejuck,  eriim^,  cud,  cuds,  eiid^,  eutf,  euf^d, 
^uf^ing,  etif^s,  c^iis/n,  eut,  eut]l!er,  eutjters,  eut- 
)l!ing,  eutjtings,  eutflfi,  fun,  furro^,  }£nuckl^,  luck, 
lump,  miid,  muf^,  inuf^l^,  miif/s,  miifjfin,  mutter, 
mut^n,  num^i,  numbing,  numbness,  num^ls,  nut, 
nuts,  nutting,  peanut,  peanuts,  pliick,  plum, 
puck  er,  puck  ers,  Jpud(il^,  piif£  piif^d,  puling, 
puls^,  pump,  rudder,  rufjfl^,  run,  runner,  running, 
runs,  seud,  seuds,  scudding,  seum,  skull,  smiit, 
sniiy,  snuf^d,  spun,  stuck,  stud,  stuf£  stun, 
stun]/40d,  stunning,  stuns,  stunt,  suck,  sucked, 
sucking,  sucks,  sud^i^n,  suds,  suffer,  sufjfers, 
sum,  sums,  siimi/ier,  sun,  sunning,  suns,  swiim, 
tuck,  tiick^d,  tuck  ing,  tucks,  un  be^t^n,  un- 
but^n,  un  but^n^d,  un  end  ing,  un  fed,  un  tit, 
un  kind,  un  kind  er,  un  kind  est,  un  lag^,  un  lo^d, 


MANUAL  OF  INSTRUCTION  31 

un  lock,  un  pack,  un  pa|d,  un  pin,  unpin^d,  un- 
pin]/4ing,  un  pins,  un  rolj,  un  saf^,  unseen,  un- 
think  ing,  un  tiff,  un  ti^d,  un  ti^s,  un  til,  un  tying. 

PHONETIC   LIST   NO.  19 

To  be  completed  before  reading  First  Reader,  page  65. 
NEW  PHONOGRAM  :  ed. 

arrested,  attended,  butted,  trusted,  ended, 
fad  ed,  fitjted,  fled,  fold  ed,  Fred,  hand  ed,  he^t  ed, 
home-mad^,  home-sick,  jhiotjfed,  land  ed,  led, 
lift  ed,  light  ed,  lo^id  ed,  mat  ed,  matjfed,  med^l^, 
mend  ed,  mold  ed,  Ned,  ne^d  ed,  netted,  padded, 
patted,  ped^,  petjfed,  plant  ed,  potted,  pout  ed, 
reply,  replied,  rest  ed,  ro^st  ed,  rotted,  rust  ed, 
sand  ed,  scold  ed,  seat  ed,  sld  ed,  sift  ed,  sled, 
sped,  tended,  tilted,  tested,  tinted,  tr6t]fed, 
wad  ed,  wa^t  ed,  we^d  ed,  wick  ed,  wilt  ed. 

PHONETIC    LIST   NO.    20 

To  be  completed  before  reading  First  Reader,  page  67. 
NEW  PHONOGRAMS:  sh,  ish. 

ashes,  eash,  clash,  crash,  crush,  ^y^lash,  finish, 
finished,  finishing,  fish,  fished,  fishes,  fish  ing, 


32  THE   RATIONAL  METHOD  IN  READING 

fisher,  flash,  flesh,  flush,  fresh,  lash,  lashed,  lash- 
ing, mash,  mashed,  mash  er,  mash  ing,  mush, 
pettish,  plash,  plush,  pol  ish,  punish,  punished, 
punishing,  rad  ish,  rash,  reddish,  rel  ish,  rush, 
rushed,  rush  ing,  shad,  shado^,  shad^,  shad  ed, 
shades,  shading,  shak^,  shaken,  shakes,  shak  ing, 
shalj',  shaljo^,  sham,  shams,  shap^,  shaped, 
shapes,  shap  ing,  shatter,  shed,  shedding,  sheds, 
sheepish,  shelf,  shelj,  shelJ0d,  shelving,  shells, 
shi^d,  shield,  shift,  shift  ed,  shift  ing,  shifts,  shm, 
shm^,  shin  ing,  ship,  shipping,  ships,  sho^l,  shoals, 
shock,  shocked,  shock  ing,  shocks,  shod,  shon^, 
shop,  shop^d,  shopper,  shopping,  shor^,  shores, 
se^shor^,  shorn,  shot,  sho\^,  sho^^d,  shoeing, 
sho^n,  sho^s,  shuck,  shudder,  shudders,  shuf/1^, 
shun,  shunyl^d,  shunning,  shut,  shutting,  shutter, 
shutters,  shut)(!l^  shy,  shyer,  shyest,  skittish, 
slush,  splash,  street,  trash,  wish,  wished,  wisher, 
wish  ers,  wish  es,  wish  ing. 


MANUAL  OF  INSTRUCTION  33 

PHONETIC   LIST   NO.    21 

To  be  completed  before  reading  First  Reader,  page  70. 
NEW  PHONOGRAM  :  V. 


,  an  vil,  eav0,  eav^d,  eav^s,  eav  ing,  elov^, 
elov^s,  erav^,  e^s,  Ev^,  ev^n,  ^ev^n  ing,  ev^n- 
ings,  evjl,  fever,  fevers,  flv^,  fiv^s,  in  sid^,  in  sist, 
in  vit^,  Jtnlv^s,  le^,  le^Lv^s,  le^iv  ing,  le^v  ings, 
level,  live,  liv^s,  lo^v^s,  pav0?  pav^d,  pav^s,  pav- 
ing, pavement,  pe^v  ish,  ravel,  rov^,  rov^d,  rov^s, 
rov  ing,  Rov  er,  sav^,  sav^d,  sav  er,  sav  ers,  sav^s, 
sav  ing,  sav  ings,  sev^n,  silver,  shav^,  shaved, 
shaves,  shav  ing,  shav  ings,  sle^v^,  stov^,  twelv^, 
uneven,  va;!n,  van,  vans,  vanish,  vas^,  vejll, 
velvet,  vend,  vend  ing,  vend  er,  vends,  vest,  vln^, 
vm^s,  vot^,  vot  ed,  vot  er,  vot  ers,  vot^s,  vot  ing, 
wav^,  wav^d,  wav^s,  wav  ing,  wedv^,  we^v  er, 
we^v  ers,  wefiv^s,  we^,v  ing,  wlv^s,  wov^,  wov^n. 

PHONETIC   LIST   NO.   22 

To  be  completed  before  reading  First  Reader,  page  76. 
PHONOGRAMS  :  l,  y,  and  ly. 

,  all^y,  earry,  carry  ing,  gelery,  gert^in  ly, 
9ity,  eopy,  country,  downy,  e^sy,  e^si  ly,  empty, 


34  THE  RATIONAL  METHOD  IN  READING 

every,  family,  fifty,  friendly,  frolicsome,  frosty, 
funny,  Igiel^,  ivy,  kidnap,  kind  ly,  late  ly,  light  ly, 
likely,  lily,  liv^,  liv^d,  lucky,  manly,  merry, 
merri  ly,  iniddl^,  muddy,  ne^r  ly,  neat  ly,  nice  ly, 
on  ly,  pansy,  pantry,  pencil,  politely,  pony,  puppy, 
putty,  ra^ny,  river,  rosy,  sandy,  shiny,  styvjJ, 
sil  ly,  sleepy,  slimy,  slo^  ly,  smoky,  soft  ly,  sorry, 
story,  stories,  stream,  swift,  swift  ly,  timid, 
timid  ly,  visit. 

PHONETIC   LIST  NO.   23 

To  be  completed  before  reading  First  Reader,  page  79. 

NEW  PHONOGRAM:  ch. 

0" 

approach,  be^ch,  be^ch,  e^ch,  eajfch  up,  cha|n, 
cha^n^d,  chap,  chapter,  chas^,  chased,  che^p, 
che^t,  check  ers,  che^k,  checks,  che^s^,  che^r, 
che^ri  ly,  cherry,  chestnut,  chick,  ch|ef,  child, 
child's,  chil  ly,  chimney,  chin,  chip,  chips,  chirrup, 
chop,  chor^,  chuckl^,  eo^ch,  crunch,  ijtch,  kitchen, 
la)(!ch,  lunch,  majfch,  mischief,  nojt!ch,  ostrich, 
pajtch,  pijfch,  pijtch  er,  porch,  punch,  rich,  sand- 
wich, scratch,  stitch,  switch,  tjziuch. 


MANUAL  OF  INSTRUCTION  35 

PHONETIC   LIST   NO.   24 

To  be  completed  before  reading  First  Reader,  page  87. 

NEW  PHONOGRAM:    d    anywhere,  --  and    the    word 
phonogram  six. 

Pronounce  d  as  in  ud,  placing  the  tip  of  the  tongue  against  the  roof  of  the 
mouth  before  uttering  the  u,  so  as  to  compel  the  sound  to  come  from  the  throat. 

can  dy,  can  dl^,  glder,  ginder,  eradl^,  Cylinder, 
da^sy,  da/si^s,  dash,  dashed,  dash  ing,  de^r, 
degid^,  deck,  de^d,  de^ds,  de^p,  de^r,  delight, 
dentist,  deny,  depojf,  desk,  dl<^,  Dick,  d!0,  dlm^, 
dimply  dip,  dish,  dismis^,  div^,  divid^,  doll, 
doll's,  dornino,  do^r,  dos^,  do^ji,  dre^m,  dress, 
dressed,  dressmaker,  dry,  dri^d,  drlvff,  driver, 
driven,  drop,  drops,  drov^,  drum,  duck,  dust, 
in  de^d,  kindl^,  lady,  ladies,  lid,  me^ldo^, 
ne^dl^eas^,  pudd!0,  re^dy,  repa/,  rudder, 
shoytlder,  sixty,  solid,  spider,  strands,  stroll, 
strolled,  stroll  ing,  study,  wmdo^,  wmdo^ 


PHONETIC   LIST   NO.    25 

To  be  completed  before  reading  First  Reader,  page  93. 

NEW  PHONOGRAM  :  b. 

Pronounce  b  as  in  ub,  making  the  u  with  the  lips  closed. 

abl^,  baby,   back,   bad,  ball,  banner,  bat,   bed, 
b6ll,  bglt,  Ben,  bench,  bend,  bgrry,  Bessi^,  best, 


36  THE   RATIONAL  METHOD   IN   READING 


bi§yety,  bill,  birdi^,  biscuit,  bit**,  bitjter, 
black,  blad^,  ble^d,  blind,  blister,  block,  blo^, 
bo^t,  bon^,  bonnet,  bottl^,  bo^l,  brav^,  br^Sak, 
brick.  bright,  bring,  brok^,  brother,  brush, 
brushed,  browni^.  bubbl^,  biickl^,  bud,  bumbl^- 
be^,  bunch,  Bunny,  bushes,  cab  in,  club,  cobweb, 
d^ubl^,  elbo^,  liberty,  nibbl^,  nhnbl^,  nobl^, 
number,  pebbl^,  pebbles,  raj^nbo^,  rob,  robbed, 
robber,  robbing,  rub,  rubbed,  rubber,  sob,  sobbed, 
sobbing,  stabl^,  tabl^,  tr^ubl^,  tumbl^. 

PHONETIC   LIST   NO.   26 

To  be  completed  before  reading  First  Reader,  page  99. 
NEW  PHONOGRAMS  :  a  ,6  O  U,  -  obscure  VOWels. 

These  are  vowels  which  cannot  be  crossed  out  because  their  omission  would 
involve  the  loss  of  a  syllable.  Thus,  re^l  would  read  rel,  ll^n  would  read  1m, 
etc.  ;  and  yet  they  are  so  indistinctly  pronounced  that  no  one  can  tell  in  any 
given  case  exactly  what  the  sound  is.  .  On  account  of  their  indistinctness  they 
are  represented  by  the  faint  or  skeleton  letters  shown  above. 

a  bodrd,  a  cros^,  a  do,  a  flofit,  a  fra^d,  a  larm, 
&  light,  a  like,  a  llv^,  animal,  a  p|e§^,  a  ris^, 
a  shamed,  a  shor^,  a  sid^,  a  sle^p,  a  wa^t,  a  wak^, 
a  wok^,  balan<^,  barrel,  ^an  non,  ^ara  way,  carol, 
carrot,  china,  €!|iris)t!mas,  ginnamon,  coward,  cur- 


MANUAL  OF  INSTRUCTION  37 

rant,  errand,  freedom,  funnel,  inland,  Ivory,  Lena, 
lllae,  lion,  medal,  melon,  memory,  metal,  Niejio- 
las,  now  a  days,  parrot,  pedal,  period,  petal,  pilot, 
pleasant,  pleasant  est,  pistol,  present,  ribbon, 
sa|nt,  shears,  toadstool,  umbrella,  vessel. 

PHONETIC   LIST   NO.   27 

To  be  completed  before  reading  First  Reader,  page  115. 
NEW  PHONOGRAMS  :  th  and  til. 

Pronounce  the  first  of  these  with  the  breath  only,  but  give  the  second  a 
strong  vocal  buzz. 

bath^,  be  ne^th,  blacksmith,  both,  both  er, 
breath,  bre^th^,  cloth,  clothes,  de^th,  e/ther, 
feather,  fourth,  froth,  he^th^n,  lather,  leather, 
moth,  moths,  ne/ther,  ninth,  panther,  seventh, 
te^th,  te^th^,  tenth,  thajfch,  theater,  the0,  thes^, 
thick,  th/ef,  thl^}4,  thimbl^,  thm,  thisjl^,  thos^, 
tho^Ji,  thrash,  thread,  threat,  thre^t^n,  thre0, 
throat,  throng,  thro^,  thrush,  Aum]/i,  thump, 
thunder,  thus,  under  ne^th,  we^th  er, 


38  THE   RATIONAL  METHOD   IN   READING 

PHONETIC   LIST   NO.    28 

To  be  completed  before  reading  First  Reader,  page  117. 
NEW  PHONOGRAM:  n. 

Sounded  by  forcing  the  voice  through  the  nose,  with  the  mouth  open  and 
the  fore  part  of  the  tongue  kept  down. 

If  you  have  difficulty  in  teaching  your  pupils  this  sound  separately,  write  3-n 
on  the  blackboard  and  have  it  pronounced.  Then  change  the  form  to  an  and 
tell  the  pupils  that  it  is  pronounced  ang.  Continue  this  exercise  with  6n,  In, 
6n,  and  tin.  Finally,  mix  all  the  forms  an,  an,  6n,  6n,  In,  In,  on,  on,  tin, 
and  tin  irregularly,  and  give  the  children  practice  in  distinguishing  them. 

along,  ankl^,  bang,  banged,  bank,  banker, 
be  long,  blink,  blinked,  bunk,  chink,  chunk, 
clung,  crank,  donkey,  drink,  drank,  drunk,  Frank, 
gong,  ink,  length,  link,  linked,  long,  longer,  long- 
est, liing,  oblong,  pink,  plank,  prank,  punk,  ring, 
rang,  sing,  sang,  sink,  sank,  slink,  song,  spank, 
sprang,  spunk,  strong,  stronger,  strength,  string, 
strung,  sting,  stung,  tank,  thank,  thanked,  tink  er, 
tinkl^,  tinkled,  tongs,  trunk,  twinkl^,  twinkled, 
finely,  wink,  ^rin 


PHONETIC   LIST   NO.    29 

To  be  completed  before  reading  First  Reader,  page  123. 

NEW  PHONOGRAM  :  g. 

Pronounce  g  as  in  ug,  making  the  u  in  the  throat  with  the  mouth  open. 

agat^,  agre^,  angl^,  angry,  bangl^,  begin,  began, 
,  buggy,  dig,  e^,  fig,  finger,  flag,  frog, 

, 


MANUAL  OF  INSTRUCTION  39 


garret,  gather,  gas,  gav^,  ge^,  gift,  giggl0, 
gimlet,  glad,  glory,  gold,  got,  forgot,  gra^n, 
grand,  grand  mother,  grand  father,  grap^,  gravy, 
gray,  greedy,  gre^n,  gro^,  grum  blp,  g]4gsj(, 
gylid^,  giim,  gun,  gutter,  lag,  lantern,  log,  lug, 
ming!0,  mug,  peg,  pig,  ^popgun,  pug,  rag, 
ragged,  shaggy,  shingl^,  feingl^,  stagger,  tag, 
tangl^,  tiger,  tingl^,  together,  tug,  twig,  twig§, 
ugly,  wagon, 


40  THE  RATIONAL  METHOD  IN  READING 


SECOND   YEAR'S   WORK 

Combined  sight  and  phonetic  reading  from  the  Second  Header  with 
auxiliary  exercises  to  strengthen  and  perfect  the  work. 

The  plan  of  work  for  the  second  year  is  arranged  on  the  suppo- 
sition that  the  class  has  completed  the  work  of  the  first  year.  The 
children  should  have  read  the  Primer  and  the  First  Reader  or  their 
equivalents ;  they  should  know  perfectly  the  fifty-seven  sounds 
taught  in  the  first  year,  and  they  should  be  able  independently  to 
use  these  sounds  in  the  mastery  of  new  words. 

But  however  well  this  work  may  have  been  done,  some  review 
of  sight  words  and  a  constant  review  of  phonograms  will  be  neces- 
sary. It  is  suggested  that  teachers  of  the  second  grade  read  care- 
fully the  plan  of  the  first  year  so  that  they  may  review  from  time 
to  time  as  seems  desirable,  and  may  apply  all  general  drills  and 
suggestions  to  the  needs  of  their  classes. 

OUTLINE  OF  WORK  FOR  THE   SECOND  YEAR 

Three  lines  of  work  are  to  be  practiced  separately  every  day : 

1.  Reading  from  the  Second  Reader. 

2.  Drill  on  the  phonograms. 

3.  Drill  on  the  blend. 

1.   The  Book-Reading 

The  material  of  the  Second  Reader,  like  that  of  the  First  Reader 
and  of  the  Primer,  Part  II,  consists  of  sight  and  phonetic  reading. 
The  number  of  new  sight  words,  however,  is  extremely  small,  nearly 
all  new  words  being  mastered  by  their  phonetic  elements.  As  the 
work  proceeds,  additional  phonograms  are  introduced,  making  pos- 
sible the  use  of  new  phonetic  words,  while  sounds  previously  learned 
are  constantly  employed  in  new  combinations. 

X 


MANUAL  OF  INSTRUCTION  41 

Teachers  will  observe  that  in  the  case  of  many  words  which  by 
long  use  have  become  familiar  to  the  pupils,  the  diacritical  marking 
is  omitted. 

The  directions  for  conducting  this  phase  of  the  work  —  the 
book-reading  —  are  the  same  as  those  already  given,  pages  11,  12 
and  22. 

The  importance  of  mental  reading  is  again  emphasized,  also  the 
necessity  of  a  careful  preparation  of  all  sight  and  phonetic  words  in 
each  day's  lesson,  through  the  use  of  blackboard  sentences  and  of 
special  blend  drills.  Teachers  are  also  urged  to  prepare  the  subject 
matter  each  day  by  explanation  and  conversation  with  the  children. 
The  more  the  pupils  know  of  the  story  at  this  stage  of  their  prog- 
ress and  the  more  familiar  they  are  with  all  words  employed, 
the  more  profitable  the  lesson  will  be  and  the  better  will  be  the 
reading. 

2.    Drill  on  Phonograms 

By  daily  use  of  blackboard  and  cards,  continue  the  practice  of 
all  phonograms  hitherto  learned,  and  add  gradually  the  new  phono- 
grams in  the  order  given  below,  always  presenting  a  new  sound  in 
connection  with  an  illustrative  word. 

The  new  phonograms  of  the  second  year  are  fifty  in  number, 
which,  with  the  fifty-seven  taught  in  the  first  year,  comprise  the 
entire  list  of  sounds  presented  in  The  Rational  Method  in  Reading. 

3.   Drill  on  the  Blend 

The  method  employed  in  this  exercise  has  already  been  fully 
explained  in  the  work  of  the  first  year.  As  soon  as  a  phonogram 
has  been  taught,  begin  the  corresponding  phonetic  list  for  the 
general  blend  drill,  both  oral  and  written,  and  practice  on  this  list 
until  the  next  phonogram  and  list  are  introduced.  These  lists 
vary  in  length  in  accordance  with  the  time  required  for  reading  the 
intervening  lessons.  Thirty  words  at  least  should  be  given  each 
day  for  the  general  drill,  besides  the  daily  drill  of  phonetic  words 


42  THE   RATIONAL  METHOD  IN  READING 

found  in  the  reading  lessons.  It  is  very  important  to  keep  this 
work  uniform,  completing  each  phonetic  list  at  the  point  in  the  read- 
ing specified  in  the  manual. 

Phonetic  Lists  Nos.  30-50  are   for  use  in  connection  with  the 
reading  of  the  Second  Reader. 

PHONETIC   LIST   NO.   30 

To  be  completed  before  reading  Second  Reader,  page  12. 
NEW  PHONOGRAMS  :  g  and  j. 

ag^,  angel,  arrang^,  ba^g^,  brifjg^, 
cabbages,  ^ag^,  ^arri^g^,  ^arri^ges,  chang^, 
tag^,  ^urag^,  danger,  d6^,  efJg^,  engm^,  frmg^, 
gem,  gentl^,  gently,  giant,  ginger,  gingerbread, 
giraff^,  jacket,  jail  Jan^,  Jano,  Japan,  je^ljzius, 
jelly,  jest,  jingl^,  job,  Jofln,  jok0,  jos^,  ju^, 
jttg.  Jflgg¥>  J^gg1^  'jttnip,  junk,  just,  180$,  magic, 
manger,  obllg^,  obliged,  obliging,  packag^, 
pigeon,  porri^,  postag^,  rag^,  savag^, 
stag^,  stingy,  strang^,  stranger,  villag^,  w 

PHONETIC   LI§T   NO.    31 

To  be  completed  before  reading  Second  Reader,  page  16. 
NEW  PHONOGRAMS:     a  and  6. 

almost,  already,   also,   always,    a]/iger, 
awning,    ba^l,    be^ajlg^,    border,    b6rn, 


MANUAL  OF  INSTRUCTION  43 


,  chajk, 

^ra^fish,  ^ra>l,  darter, 
dwarf,  fals^,  fajAsSt,  fayilt,  f6rm,  fSjigJlt,  ga^dy, 
gna^,  ^na^^d,  jackda^,  ja^,  na]i^jit, 
,  n6r,  6r,  6rder,  pa^,  ra^,  reward,  salt, 
,  sayigy,  sajlsag^,  seald,  sere^m,  s^re^m^d, 
sha^l,  short,  sort,  storm,  stSrmy,  strawberry,  ' 
swarm,  tajk,  ta^^Jit,  ^a^,  tho^|4t,  tfirch,  wa)!k, 
walnut,  war,  warm,  warn. 

PHONETIC   LIST   NO.    32 

To  be  completed  before  reading  Second  Reader,  page  21. 
NEW  PHONOGRAMS  :  h  and  wh. 

awhll^,  be^hlv^,  behav^,  behind,  buckwheat. 
habit,  hall,  han^,  Hang,  happen,  happiness,  happy, 
has^n,  hatchet,  hate,  ha^k,  ha/,  ha/loft,  he^d, 
he^t,  He^n,  he^vy,  he?lg^,  he^d,  Helen,  help, 
hen,  henyard,  herring,  herself,  hickory, 
hidden,  hi^|i,  Hilda,  hill,  himself,  hing^ 
history,  hit,  hlv^,  hobbl^,  ho^,  hold,  hol^,  hollo^, 
holly,  hop,  horn,  hot,  hug,  hum,  hundred,  hun^, 
hunter,  hurry,  hush,  husfl^,  hut,  hyena,  hyagmth, 
ke/ho!0,  threshold,  whal^,  wh^rf,  wheat,  whe^l, 


44  THE  RATIONAL  METHOD  IN  READING 

whe^lbarro^,  when,  whether,  which,  whil^,  whim- 
per,  whin^,  whip,  whisk,  whisper,  whistl^.  whlt0, 


PHONETIC   LIST   NO.    33 

To  be  completed  before  reading  Second  Reader,  page  31. 
NEW  PHONOGRAMS:  OU  and  OW. 

allow,  around,  blous^,  bou^|i,  boung^,  brown, 
chowder,  cloud,  clown,  couch,  count,  crowd,  crown, 
crouch,  dou^t,  drown,  drowsy,  eastern,  floung^, 
flounder,  flower,  fountain,  fowl,  gown,  ground, 
growl,  ha/mow,  hot  hous^,  hound,  hous^,  howl, 
loud,  mous^,  mouth,  oung^,  plou^'fi,  poung^,  pound, 
pouting,  powder,  proud,  prowl,  rous^,  round, 
shout,  shower,  slouch,  sound,  south,  sunflower, 
thousand,  towel,  tower,  trousers,  wound. 

PHONETIC   LIST   NO.    34 

To  be  completed  before  reading  Second  Reader,  page  35. 
NEW  PHONOGRAMS  :  O,  U,  CW. 

balloon,  blew,  blo(/(m,  blu^,  brew,  bro^m,  bru/s^, 
brut^,  cano^,  chew,  chorfs^,  co^,  co^l,  crew,  cruel, 
diamond,  drew,  flut^,  fo^Sd,  foolish,  glu^,  go0s^, 
grew,  gro^p,  gruel,  ho^p,  hospital,  improv^,  jewel, 


MANUAL  OF  INSTRUCTION  45 

July,  Jun^,  juniper,  prov^,  prunes,  ro^f,  ro^ni, 
roflt,  ruby,  rud^,  rul^,  Ruth,  se)lg01,  screw,  sho^, 
sho^t,  slo^p,  smooth,  so^n,  sg^lp,  spo^l,  spg(te, 
sto^p,  strew,  threw,  thro^ji,  truant,  tru^,  truth, 
,  valley,  wither. 


PHONETIC   LIST   NO.    35 

To  be  completed  before  reading  Second  Reader,  page  38. 
NEW  PHONOGRAMS  :  O,  U,  and  fill. 

a^ful,  bashful,  bo^k,  bro^k,  bullet,  bufeher, 
^opk,  eoj^ky,  eoyijd,  ero^ik,  crocked,  eiicko^, 
eush/on,  fals^ho^id,  fearful,  f!r0wo^id,  fishhook, 
fo^lt,  hateful,  helpful,  ho^d,  ho0k,  mouthful, 
no^k,  pailful,  pitiful,  plateful,  playful,  pudding. 
pull,  pullet,  pulley,  pulpit,  push,  puss,  rightful. 
serapbo^k,  sho^lk,  shoyijd,  skillful,  spiteful,  stolid, 
thankful,  th6^}itful,  to^k,  truthful,  willful,  wolf, 
woman,  wo^d,  wo^d^n,  wo^l,  woolen,  worsted. 

PHONETIC  LIST   NO.    36 

To  be  completed  before  reading  Second  Reader,  page  43. 
NEW  PHONOGRAMS:  a  and  a. 

a(i,  ark,  ayint,  barber,  bargain,  bark,  barn,  eajf, 
€ar,  card,  cargo,  carpenter,  carpet,  cart,  earv^, 


46  THE   RATIONAL  METHOD  IN  READING 

charm,  crowbar,  dark,  darn,  far,  farther,  garnet, 
garter,  gl/lard,  hajf ,  hard,  hark,  harness,  h^art, 
hearth,  hurra,  lard,  larg^,  laundry,  mamma,  marbl^, 
march,  market,  marsh,  pardon,  papa,  park,  pars- 
l^y,  parsnip,  part,  partri^g^,  party,  rhubarb, 
saunter,  scar,  scarf,  scarlet,  shark,  sharp,  smart, 
sparkl^,  star,  starch,  start,  starv^,  tardy,  target, 
advanc^,  after,  alas,  ask,  banana,  basket,  bass, 
blast,  branch,  brass,  cask,  caster,  chaff,  chang^, 
clasp,  ^lass,  command,  dang^,  draft,  fast,  fasten, 
flask,  g%asp,  glang^,  glass,  grasp,  hasp,  lan<^,  lass, 
last,  mask,  mass,  mast,  master,  nasty,  overcast, 
pant,  pass,  past,  pasting,  path,  plaster,  polka, 
raft,  rath  er,  slant,  Staff,  task,  vast. 

PHONETIC   LIST   NO.   37 

To  be  completed  before  reading  Second  Reader,  page  55. 

NEW  PHONOGRAMS  :  &r,  er,  ear,  ir,  or,  ur. 

Pronounce  like  ir  in  sir  or  girl.  These  six  characters,  representing  the 
same  sound,  may  be  taught  almost  as  easily  as  one,  if  attention  is  called  to  the 
fact  that  every  one  begins  with  a  wave-marked  (~)  letter  and  ends  with  an  r. 

afterward,  an^Jior,  birth,  birthday,  burn,  Cellar, 
gert^in,    church,     churn,    girel^,    gireus,    ^ongert, 
deserv^,    different,    dirt,    doctor,    dollar, 


MANUAL  OF  INSTRUCTION  47 

early,  earn,  earnest,  earth,  fgrtity,  first,  f6rwgrd, 
furnag^,  heard,  Herbert,  Jionor,  hurt,  j^urn^y, 
kernel,  lantern,  learn,  mer  chant,  mortar,  mustard, 
orchard,  parlor,  passenger,  pattern,  pearl,  perch, 
perfect,  person,  poplar,  purr,  purpl^,  purpos^, 
purs^,  sailor,  s^jlolar,  search,  servant,  serv^,  sir, 
skirt,  stern,  stir,  surpris^,  tailor,  third,  thirsty, 
thirteen,  thirty,  Thursday,  toward,  turkey,  turn, 
turnip,  turtl^,  whether,  word,  world,  worm,  worst. 

PHONETIC   LIST   NO.   38 

To  be  completed  before  reading  Second  Reader,  page  60. 
NEW  PHONOGRAM  :  6.       Pronounced  like  U. 

amon^,  be  lov^d,  blo^ld,  ^olor,  comfort,  com- 
pany, compass,  ^over,  ^ovet,  ^urt^in,  discover, 
don^,  dov^,  flojzid,  flourish,  front,  gallop,  glov^, 
grandson,  hon^y,  hon^y^om]^,  lov^,  lovely,  Mon- 
day, mon^y,  monkey,  m6nth,  non^,  nothing,  ov^n, 
,  recover,  shov^,  shovel,  somerset,  son, 
,  stepson,  stoma€|4,  thoro^ji,  ton,  tonj^, 
toj4ch,  turtl^dov^,  uncover,  undon^7  won,  won- 
der, wonderful,  worry. 


48  THE   RATIONAL  METHOD  IN   READING 

PHONETIC   LIST   NO.    39 

To  be  completed  before  reading  Second  Reader,  page  71. 
NEW  PHONOGRAMS  :  oi  and  OJ. 

ahoy,  annoy,  appoint,  avoid,  boil,  boisterous, 
broil,  bytoy,  choig^,  ^oU,  ^om,  destroy,  doily,  em- 
ploy, enjoy,  enjoyed,  hoist,  join,  joint,  jointed, 
joist,  joy,  joyful,  joyfully,  loin,  loiter,  moist, 
noig^,  noisily,  noisy,  oil,  oily,  overjoyed,  oyster, 
parboil,  point,  pointer,  poison,  pois^n^us,  re- 
joi<^,  Roy,  royal,  sirloin,  soil,  spoil,  tinfoil,  toilet, 
toil,  toilsome,  toy,  uncoil,  voi§^,  voyag^. 


PHONETIC   LIST   NO.   40 

To  be  completed  before  reading  Second  Reader,  page  75. 
NEW  PHONOGRAMS:  U,  6W,  Ure. 

abus^,  a^cus^,  ainus^,  argu^,  avenu^,  b^utiful, 
bugl^,  ^ul)^,  cupola,  ^ure,  ^uri^us,  de"w,  disput^, 
dur  ing,  duty,  endure,  ew^,  fail  ure,  few,  fig  ure, 
funeral,  hug^,  January,  mer^uiy,  mew,  mugilag^, 
mul^,  museum,  music,  pasture,  pewter,  pew,  pic- 
ture, proeure,  pupil,  pure,  refus^,  salut^,  statu^, 
stew,  stupid,  su/t,  torture,  tube,  Tuesday,  tulip, 
,  us^,  useful,  usual. 


MANUAL  OF  INSTRUCTION  49 

PHONETIC   LIST    NO.    41 

To  be  completed  before  reading  Second  Reader,  page  79. 
NEW  PHONOGRAMS:  at',  air, 


These  four  characters,  representing  the  same  sound,  may  be  taught  almost 
as  easily  as  one,  if  attention  is  called  to  the  fact  that  every  one  begins  with  a 
caret  (  A  )  marked  letter  and  ends  with  an  r. 


air,  bar^,  bar^fo^t,  bSr^fo^ted,  bearer,  bewjJr^, 
bugbear,  dk0,  efirjiSful,  ^ai$  ful  ly,  ^ar^less,  chair. 
dike,  de^lar^  fail,  fMlf,  far^  fk^well,  flar^,  gl^, 
hail,  hairbrush,  hardwar^,  har^,  hir^bell,  horse- 
hail,  outwear,  p^ir.  par^,  parent,  pear.  prep£r^, 
,  repSir,  s^arg^,  s^arg^ly,  s^ar^,  shir^,  snj|i$, 

)ar^,  spSr^rib,  stik,  star^,  swear,  talebearer, 
tear,  their,  thre^dbar^,  unfair,  wear,  wearer. 

PHONETIC   LIST   NO.   42 

.To  be  completed  before  reading  Second  Reader,  page  86. 

NEW  PHONOGRAMS  :  x,  ex,  ex.  Pronounced  respec- 
tively ks,  eks,  and  egz. 

apex,  axl^,  axl^tre^,  bandbox,  beeswax,  be- 
twixt, box,  ^alyx,  ^o^x,  exa^t,  examin^,  exam- 
pty,  ex  gept,  ex  chang^,  ex  §lt^,  ex  cla^m,  ex  ^us^, 
ex  er  §ig^,  ex  ert,  ex  1st,  ex  pe^t,  ex  pla/n,  ex- 


50  THE  RATIONAL  METHOD  IN  READING 

plod0,  ex  pos^,  ex  pres^,  fix,  flax,  flaxen,  fox, 
index,  lynx,  mix,  mixture,  nexc,  on  yx,  ox,  ox^n, 
pickax,  sexton,  six,  sixpeng^,  sixteen,  sixth, 
sixty,  snuffbox,  tax,  vex,  vix^n,  wax,  wax  work. 

PHONETIC   LIST   NO.    43 

To  be  completed  before  reading  Second  Reader,  page  91. 

NEW  PHONOGRAMS  :  q  and  qu.  Pronounced  respec- 
tively k  and  koo. 

a^qua^nt,  a^quir^,  a^jua/nted,  a^Sliit,  bed  quilt, 
banquet,  ^onqiier,  garthquak^,  equal,  inquir^, 
liquid,  liquor,  obliqyl0,  opaq^,  quack,  quail. 
quart,  quarter,  quc^n,  que^r,  quench,  quick. 
quickly,  quiet,  quill,  quilt,  qumg^,  quinm^,  quir^, 
quit,  quit^,  quiver,  quoit,  request,  requir^,  squall, 
squar^,  squa^,  squeak,  squeal,  squmt,  squirm, 
squirrel,  squirt,  unequal. 

PHONETIC   LIST   NO.    44 

To  be  completed  before  reading  Second  Reader,  page  96. 
NEW  PHONOGRAM:  Z. 

baptiz^,  bazaar,  blaz^,   brazen,  bre^z^,  bronz^, 

buzz,  ^apslz^,  ^razy,  dazzl^,  dazzlmg,  dizzy, 

, 


MANUAL  OF  INSTRUCTION  51 


doz^n,  drizzl^,  Eliza,  fizz,  fizzl^,  fre^z^, 
froz^,  frozen,  fuzz,  fuzzy,  ga]iz^,  gaz^,  glaz^,  graz^, 
grizzly,  haz^,  hazy,  huzza,  lazy,  lizgrd,  lozeng^, 
lozenges,  ina/z^,  muzzl^,  o^z^,  piazza,  priz^, 
puzzl^  raz5r,  se^bre^z^,  se^,  siz^,  sne^z^, 
snorfz^,  sque^z^,  twe^z  ers,  whe^z^,  zebra,  zero, 
zigzag,  zinc,  zither. 

PHONETIC   LIST   NO.   45 

To  be  completed  before  reading  Second  Reader,  page  109. 

NEW  PHONOGRAM  :  a.     Pronounced  like  o. 

quality,  quarrel,  scallop,  squab,  squabble, 
squander,  squash,  squat,  swab,  s wallop,  swamp, 
swampy,  swan,  swap,  wrad,  wadded,  wadding, 
waddl^,  waffl^,  wallet,  wallop,  wampum,  wan, 
wand,  wander,  wash,  washboard,  wash  er,  wasp, 
wajfch,  watcher,  wra)t!chful,  watchman,  whitewash, 
wigwam,  yaj^|4t. 


52  THE   RATIONAL  METHOD  IN  READING 

PHONETIC  LIST   NO    46 

To  be  completed  before  reading  Second  Reader,  page  113. 
NEW  PHONOGRAMS  :  y  and  1. 

The  sound  represented  by  these  two  phonograms  cannot  be  given  alone. 
It  is  that  peculiar  slide  or  twist  that  occurs  between  long  e  and  any  other  vowel 
when  we  attempt  to  pass  from  the  former  to  the  latter  without  stopping.  We 
therefore  teach  the  children  to  call  it  e,  but  in  words  to  smother  or  shorten  the 
vowel  part  to  the  point  of  suppression. 

anxious,  beyond,  -Christian,  clothier,  -e&rdial, 
Daniel,  glazier,  lawyer,  le^pye^r,  million,  onion, 
opinion,  senior,  Spaniird,  spaniel,  union,  un- 
yielding, unyok^,  vermilion,  vineyard,  Yanke^, 
yard,  yarn,  ya^n,  ye^r,  yearly,  ye^st,  yell,  yel- 
lo^,  yet,  yew,  yfeld,  yok^,  yolk,  yonder,  y^iun^, 

>^  ^  * 

younger,  youngest,  y^un^ster. 

PHONETIC   LIST   NO.   47 

To  be  completed  before  reading  Second  Reader,  page  116. 
NEW  PHONOGRAM  :  6.       Pronounced  like  a. 

bo)iq^e)l!,  ^eonve/,  ^roqyle)!!,  disobe/,  fre^|it,  gre/, 
gre/hound,  he/,  ne^fi,  ne^Jibor,  ne^jiborho0d, 
ne^|ib5rly,  obe/,  pre/,  re^n,  re^n,  re^nde^r, 
ske?n,  sle^H,  ve^l,  v^n,  we^|i,  we^Jlt, 


s 


MANUAL  OF  INSTRUCTION  53 

PHONETIC   LIST   NO.    48 

To  be  completed  before  reading  Second  Reader,  page  119. 
NEW  PHONOGRAM  :  1.       Pronounced  like  6. 

a^ttomob'il^,  fati'g]i^,  magazin^,  marin^,  merino, 
,  trio, 


PHONETIC   LIST  NO.   49 

To  be  completed  before  reading  Second  Reader,  page  125. 

NEW  PHONOGRAMS:  ph  and  gh.     Pronounced  like  f. 

camphor,  Cipher,  «6^gh,  dolphin,  draught, 
enough,  hyphen,  Joseph,  layigh,  laughter,  nephew, 
orphan,  pamphlet,  phaeton,  pharmacy,  pheasant, 
Philip,  phlegm,  phlox,  ph^ebe,  phonetic,  physic, 
Ralph,  roylgh,  ro]/igh  ly,  spher^,  sulphur,  telephon^, 
t6]igh,  to]igh^n,  to]igh  er,  tr6]igh,  typhoid,  whocip- 


PHONETIC   LIST   NO.   50 

To  be  completed  before  reading  Second  Reader,  page  129. 

NEW  PHONOGRAMS  :  (51,     (5£,    SI,     fife,     tl.       Pronounced 

like  sh. 

action,  addition,    affection,    antflent,    attention, 
,    €a]itlon,   ^ayitl^us,  condition,    deli(51^us, 


54  THE   RATIONAL  METHOD   IN   READING 

ex  eurgion,  fero&^us,  friction,  grains, 
martial,  mention,  motion,  musician,  nation, 
naylg^iis,  notion,  occasion,  5(5£an,  partial,  pas- 
gion,  patience,  patient,  pension,  pgnmsgion,  physi- 
<51an,  portion,  position,  pre<5i0us,  relation,  spag^, 
spa<5i^us,  special,  station,  suspicion,  suspi<5i0us, 
vacation,  vexation,  vexatious,  vitfi^us. 

THIRD   YEAR'S   WORK 

The  course  of  phonetic  study  in  the  Rational  Method  in  Reading 
is  covered  in  the  first  two  years  of  school. 

This  study  should,  however,  be  continued  regularly  throughout 
the  third  year  and  reviewed  occasionally  in  succeeding  grades  in  order 
to  secure  and  to  retain  full  development  of  power.  The  knowledge 
of  sounds  thus  obtained  should  constantly  be  applied  in  the  mastery 
of  all  mechanical  difficulties  in  the  reading. 

It  is  suggested  that  in  a  general  practice  every  day,  in  the  third 
grade,  at  least,  teachers  make  a  systematic  review  of  all  phonograms 
and  phonetic  lists  of  the  first  two  years.  In  addition  to  this,  there 
should  be  the  daily  blend  drill  of  words  used  in  the  lesson.  The 
class  preparation  of  the  subject  matter  in  the  day's  reading  should 

also  be  complete  and  thorough, 

20 


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